II 



i 



ill 


! Hi n i* ■ 

1 


lilll il 11 
in 



MINIMUM COURSE OF STUDY 



■■*&&& 



THE MACMILLAN COMPANY 

NEW YORK • BOSTON • CHICAGO • DALLAS 
ATLANTA ♦ SAN FRANCISCO 

MACMILLAN & CO.. Limited 

LONDON • BOMBAY • CALCUTTA 
MELBOURNE 

THE MACMILLAN CO. OP CANADA, Ltd. 

TORONTO 



MINIMUM COURSE 
OF STUDY 

Reports of Committees 

on 

Minimum Essentials in Elementary Education 



EDITED BY 

ERNEST C. MOORE, Chairman 



Mtto I?orfe 

THE MACMILLAN COMPANY 

1922 

All Rights Reserved 



PRINTED IN THE UNITED STATES OF AMERICA 







Copyright, 1922, 
By THE MACMILLAN COMPANY 



Set up and electrotyped. Published November, 1922. 



DEC- 1*22 



C1A690451 
Mo ^ 



INTRODUCTION 

On January 4, 1918, the superintendents of schools of nine 
cities of Southern California — Dr. Albert Shiels x of Los 
Angeles; Dr. L. M. Rhodes 2 of Pasadena; Mr. Horace M. 
Rebok of Santa Monica; Mr. W. L. Stephens of Long Beach; 
Mr. J. A. Cranston of Santa Ana; Mr. G. Vernon Bennett 3 
of Pomona; Mr. C. H. Covell 4 of Redlands; Mr. A. N. 
Wheelock of Riverside; and Mr. Roy B. Stover 5 of San Ber- 
nardino — met to consider ways and means of improving 
the schools for the welfare of which they were responsible. 

The war was on and the lesson of the importance of saving 
everything which could be converted to human uses, and 
giving up everything which was in any way superfluous and 
wasteful, was being brought home as it never had been 
brought home before. People everywhere were saving 
money, clothing, food, fuel, man-power, so that the govern- 
ment might have them for use in defeating the enemy. 

As we canvassed the question : What can the schools do to 
assist our nation's undertaking? it seemed to us that, in ad- 
dition to all the immediate service which they could render, 
they might apply the same principles of conservation which 
Mr. Hoover was urging upon us to the mental rationing of 
our children. It is quite evident that our courses of study 
are an accumulation of much and sundry and that following 

1 Resigned, succeeded by Mrs. Susan M. Dorsey. 

2 Resigned, succeeded by Mr. J. F. West. 

3 Resigned, succeeded by Mr. G. V. Whaley. 

4 Resigned, succeeded by Mr; H. G. Clement. 

5 Died, succeeded by Mr. Ben R. Crandall. 

v 



vi INTRODUCTION 

them in a routine fashion involves great waste of effort on 
the part of teachers and vastly greater waste of effort on 
the part of students. The time seemed to demand a 
more serious attempt than any of us had yet made to elim- 
inate waste from our school programs. 

When we began to discuss ways and means of clearing 
away the accumulated confusion and getting down to rock 
bottom in studies and in methods of teaching them, it seemed 
to us that our undertaking should be the work of all of us. 
We felt that if the superintendents, on their own respon- 
sibility, were to attempt to bring about the necessary 
change, the teachers, not having had an opportunity to con- 
vince themselves of its reasonableness, would not be suffi- 
ciently committed to it to carry it out with the understand- 
ing, or with anything of the devotion, for which the under- 
taking seemed to call. We therefore resolved to make the 
undertaking thoroughly cooperative from the first and to 
commit the responsibility involved to the teachers them- 
selves. 

We adopted the plan of appointing a series of committees, 
one to study and report upon each subject in the elementary 
course. Each superintendent appointed teachers from his 
staff to membership in each of these committees. The 
committees came together for the first time on February 
9th at the Los Angeles State Normal School (now the South- 
ern Branch of the University of California). The nature 
of the cooperative undertaking was explained and each 
committee was asked to study and answer two questions 
which vitally affect the schools. 

First: What is your subject for? What is its aim or pur- 
pose? To what end should it be taught? What should 
be the objective of every teacher in giving instruction in it? 

Second: What parts of it are of first-rate importance, as 
distinguished from the parts of it which are only of second- 



INTRODUCTION vii 

rate or third-rate value? What are its essentials? We ask 
you to skeletonize it, to outline its minimum essentials. 

It was hoped that the answers to these questions could be 
formulated by January 1, 1919; but, in spite of the best 
efforts of the committees, Spanish influenza defeated that 
plan and the first reports were not submitted until July 
1st of that year. It seemed to the superintendents when 
they examined these reports that they were of such unmis- 
takable value that they should be tested by actual trial in 
the classrooms and revised by the combined wisdom of all 
the teachers in the schools which had been in any way con- 
cerned in making them. To that end, they were printed 
for private circulation and were carefully revised under the 
direction of the superintendents. 

That is the way this book was made. It is not a finished 
piece of work; in the nature of the case it could not be that. 
Any one person concerned in its making might, working 
single-handed, have produced a book more nearly uniform 
throughout. Its makers claim for it but one thing: It is 
the effort of classroom teachers to study their job and to 
understand the objective which they strive to serve. 

On behalf of the Committee of Superintendents, 

Ernest C. Moore, 

Chairman. 
The Southern Branch of the 
University of California 



PERSONNEL OF COMMITTEES 



COMMITTEE ON ARITHMETIC 

Myrtie Collier, Chairman 

University of California 

Southern Branch 



Berthilde Barclay, Santa Ana 

Ann Burnam, Pomona 

Bertha R. Hunt, Santa Monica 

Rufus Mead, Pasadena 

Dr. A. W. Plummer, Los Angeles 

Ruth Smart, Long Beach 



Dr. W. H. Snyder, Los Angeles 

Katherine Spiers, University of 

California, Southern Branch 

Dr. Arthur H. Sutherland, Los 
Angeles 

Jessie Wilkinson, San Bernar- 
dino 



COMMITTEE ON ART 

Anna P. Brooks, Chairman 

University of California 

Southern Branch 



Arthur C. Ayers, Los Angeles 
Helen C. Chandler, University 

of California, Southern Branch 
Mae Gearhart, Los Angeles 
Nellie H. Gere, University of 

California, Southern Branch 



Fannie M. Kerns, Pasadena 
Jessie M. Lewis, Los Angeles 
C. H. Peterson, Pasadena 
Margaret A. Waite, Long Beach 



COMMITTEE ON CIVIC AND SOCIAL EDUCATION 

Arthur A. Macurda, Chairman 

University of California 

Southern Branch 



Irene Benning, University of 
California, Southern Branch 

R. E. Dyer, Riverside 

Sydney B. Good, Los Angeles 

Elizabeth J. Harkness, Pasa- 
dena 



C. E. Latham, Redlands 
Nettie B. Rice, Santa Monica 
Ina Rolfe, San Bernardino 
M. Eva Thacker, Santa Ana 
Gladys Warren, Long Beach 



IX 



x PERSONNEL OF COMMITTEES 

COMMITTEE ON ENGLISH 

Josephine E. Seaman, Chairman 

University of California 

Southern Branch 

Elizabeth Bates, Los Angeles Harriet B. Sterling, Pasadena 

Daisy Burns, Long Beach Mrs. J. B. Stewart, Santa Mon- 

Annie E. Enman, Riverside ica 

Grace Finney, Los Angeles Ilena M. Swaim, Santa Monica 

A. Sibyl Knopf, Redlands Anna M. Wiebalk, University of 

Anna Richerich, Santa Ana California, Southern Branch 

COMMITTEE ON INDUSTRIAL ARTS 

1 Rachel T. Richardson, Chairman 

University of California 

Southern Branch 

Hazel M. Bemus, Santa Ana Edith L. Lane, Los Angeles 

Bertha H. Breckenfeld, Los C. Dorothea Phillips, Los An- 
Angeles geles 

Farla F. Clayton, Santa Ana Mary E. Whelan, Santa Monica 

COMMITTEE ON KINDERGARTEN 

2 Elizabeth Mascord, Chairman 
University of California 
Southern Branch 

Mrs. Emma Barnes, Santa Ana Agnes Knight, University of 

Clara Brown, La Habra California, Southern Branch 

Alice Clatjson, Santa Ana Anna McLaury, Los Angeles 

Ruth Colborn, Los Angeles Marianna Monkhouse, Long 

Florence Cowan, Santa Monica ,, AT ^ _, 

_. x Mary Neff Reynolds, Pasadena 

Addie Doran, Los Angeles Clara Pattqn> Pasadena 

Grace Dupuy, Los Angeles Marion Partridge, Riverside 

Barbara Greenwood, University Florence Robinson, Long Beach 

of California, Southern Branch Henrietta V isscher, Pasadena 

Adeline Hill, Santa Ana Ethel b Waring> University of 
Ruth Kelley, San Bernardino California, Southern Branch 

1 Died, succeeded by Bertha H. Breckenfeld, Los Angeles. 

2 Resigned, succeeded by Ethel van Deusen, Los Angeles. 



PERSONNEL OF COMMITTEES xi 

COMMITTEE ON MANUAL ARTS 

Harold W. Mansfield, Chairman 

University of California 

Southern Branch 

Carroll W. Angier, University F. A. Lyman, Pomona 

of California, Southern Branch j AMES w. Marsh, University of 
George D. Henck, Pasadena California, Southern Branch 

A. M. Huters, Santa Monica George F. Murray, Long Beach 
C. M. Lyon, Long Beach 

COMMITTEE ON MUSIC 
Kathryn E. Stone, Chairman 
Los Angeles, California 
Mrs. Alfa Wood Anderson, San Gladys Grant, Long Beach 

Bernardino Carrie V. Truslow, Los Angeles 

Mabel Barnhart, University of Arnold Wagner, Santa Monica 

California, Southern Branch JuNIA WoLF Pasadena 

Harry Garstang, Santa Ana 

COMMITTEE ON GEOGRAPHY 

Myrta Lisle McClellan, Chairman 
University of California 
Southern Branch 

Alice Blanchard, Pomona Dell Pratt, Long Beach 

Luvicy Carter, Santa Ana Grace Stevenson, Redlands 

Emily Cleland, Santa Monica Minnie Taylor, Pomona 

Louise Flynn, Los Angeles Grace Tingley, Los Angeles 

Mabel Latta, Santa Ana Chas. W. Waddle, University of 

Beeda Metcalf, Los Angeles California, Southern Branch 
Mary B. Mitchell, Pasadena 

COMMITTEE ON HISTORY 

George Hetzel, Chairman 

Pasadena, California 

Eudora Allen, San Bernardino Fannie Pease, Santa Ana 

Chloris Anderson, Riverside J. G. McNeely, Santa Monica 

Ida B. Davison, Riverside Harvey Ritter, Los Angeles 

Mary E. Fuller, Pomona Mrs. Harriet G. Scott, Santa 
Minnie Gant, Long Beach Monica 

C. E. Latham, Redlands M - EvA Thacker, Santa Ana 

Melva Latham, University of 
California, Southern Branch 



xii PERSONNEL OF COMMITTEES 

COMMITTEE ON HOME ECONOMICS 
Agnes E. Macpherson, Chairman 
University of California 
Southern Branch 
Florence Alvarez, Los Angeles Edna Hines, Los Angeles 
Mae Cleveland, Santa Monica Alice Leach, Santa Ana 
M. Alice Devin, San Bernardino Bessie Meek, Riverside 
Carrie Denton, Redlands Elva Richards, Long Beach 

Etta P. Flagg, Los Angeles Ana Swing, San Bernardino 

COMMITTEE ON HYGIENE 

Dr. A. A. Hummel, Chairman 
University of California 
Southern Branch 
Clara Brown, Santa Ana Caroline A. Pool, Redlands 

Emma L. Jackson, Redlands Jennie W. Rice, Santa Monica 

Olive W. Kelso, Pasadena Margaret E. Robb, Riverside 

Helen Mason, Pomona Dorothea Stewart, San Ber- 

Mrs. Orpha Morris, Pomona nardino 

Isabella Noble, Long Beach C. E. White, Los Angeles 

COMMITTEE ON NATURE STUDY AND AGRICULTURE 

Dr. Loye H. Miller, Chairman 

University of California 

Southern Branch 

Romola Adams, Long Beach Clayton F. Palmer, Los Angeles 

Lana Brokaw, Santa Ana F. H. Sheckelford, Pasadena 

Daisy Burns, Long Beach W. L. Stuckey, Redlands 

Dr. Charles W. Edwards, Los Margaret Waterhouse, San 

Angeles Bernardino 

E. E. McCullough, Pasadena L. W. Welch, Long Beach 

Frank E. Older, University of Gertrude B. Wyman, Santa Mo- 
California, Southern Branch nica 
Mrs. Kate C. Orr, Pomona E. A. Zumbro, Riverside 

COMMITTEE ON PHYSICAL EDUCATION 

Marion H. Wallace, Chairman 

University of California 

Southern Branch 

Mary K. Carroll, Santa Monica Alice Nickerson, Redlands 

Claire Colestock, Pasadena Myrtle Sandefur, San Bernar- 

Elma Crank, Pomona dino 

J. O. Gossett, Riverside Frank L. Thomas, Los Angeles 

Hazel Gross, Los Angeles 



PERSONNEL OF COMMITTEES 



xm 



COMMITTEE ON READING AND LITERATURE 

Alice O. Hunnewell, Chairman 

University of California 

Southern Branch 



Ernest P. Bronson, Long Beach 
Lucy Greene, Pomona 

Elizabeth Hamlin, Santa Mo- 
nica 
Jessie R. Mitchell, Pasadena 

Alma Patterson, University of 
California, Southern Branch 

Clara M. Payette, Riverside 



Blanche E. Plumb, Santa Ana 
Gertrude Potts, Santa Ana 
Elizabeth Riddell, Long Beach 
Emily Tower, Long Beach 

Madilene Ververka, University 
of California, Southern Branch 
Olive Wagner, Santa Ana 



COMMITTEE ON SPELLING 

W. C. Roberts, Chairman 

Santa Ana 



Carrie N. Barton, Long Beach 
Edith Blakemore, Pomona 
Dr. Grace M. Fernald, Uni- 
versity of California, Southern 
Branch 
L. Elston Glenn, Pasadena 



Inez E. Hancock, Riverside 

Edith Urquhart, San Bernar- 
dino 
Mame V. Weimer, Santa Monica 
Elizabeth M. Wright, Redlands 



COMMITTEE ON WRITING 

Estelle B. Plough, Chairman 

University of California 

Southern Branch 



B. E. Edmiston, Redlands 
Lola Guthrie, Santa Monica 
Beatrice Hendry, Pomona 
Eathyle Keith, San Bernardino 

C. B. Luce, Santa Ana 
Edith L. Rehwold, Riverside 



Mrs. Leta Severance Hiles, 

Long Beach 
Maude Wherry, Santa Ana 
R. E. Wiatt, Los Angeles 
Elizabeth Willis, Pasadena 



CONTENTS 

PAGE 

Arithmetic . 1 

Art 42 

Crvic and Social Education 69 

English 135 

Geography 195 

History 226 

Home Economics 259 

Hygiene 272 

Industrial Arts 285 

Kindergarten 303 

Manual Arts 313 

Music 324 

Nature Study and Agriculture 327 

Physical Education 335 

Reading and Literature 341 

Spelling 387 

Writing 393 



xv 



ARITHMETIC 

Aim 

Arithmetic is a tool to be used in the affairs of everyday 
life when and where numbering is necessary. 

The aim in teaching arithmetic in the elementary schools 
is, first, to furnish the student the opportunity to further 
develop his ability in numbering, i.e., to develop such notions 
of number as are needed in the child's activities, and in 
ordinary experience of business and social life; second, to 
enable him to acquire such skill and accuracy in the applica- 
tion of number as society demands. 

Since the aim is practical, the place held by arithmetic 
in the curriculum can be justified only by the elimination of 
all those parts which are not useful to society as a whole. 
Furthermore, since nothing except what is usable can enter 
into the development of the child's concepts or notions, those 
parts of arithmetic which are usable by the child, or can be 
made to be of use to him in his interpretation of his surround- 
ings, must be emphasized. 

The " What " or the Minimum Essentials in Numbering 

The minimum essential in arithmetic is the ability on the 
part of the individual to do practical calculations, such as 
are needed by the average citizen in his daily life. 

The subject matter of arithmetic, as well as the method 
of teaching, needs to be changed. The Committee turned 
to the public or business world for assistance in recommend- 
ing changes in the subject matter. Three questionnaires 

were sent out. 

1 



2 MINIMUM COURSE OF STUDY 

Questionnaire No. I: "The Amount of Numbering used 
in Everyday Life." 

The purpose of this questionnaire is to find out how much arithmetic 
is used in everyday life. Do not state what you are able to use but 
what you actually do use. Do not sign your name. 

1. Please state your occupation 

Answer following questions by underlining the numbers : 

2. Do you personally have occasion to add columns of 2, 3, 4, 5, 6, 

or more numbers in height? 

3. Do you personally have occasion to add columns of 2, 3, 4, 5, 6, or 

more figures in width? 

4. Do you personally have occasion to multiply numbers of 2, 3, 4, 

5, 6, or more figures? 

5. Do you personally have occasion to multiply by numbers of 2, 3, 

4, 5, 6, or more figures? 

6. Do you personally have occasion to divide numbers of 2, 3, 4, 5, 6, 

or more figures? 

7. Do you personally have occasion to divide by numbers of 2, 3, 4, 

5, 6, or more figures? 

8. How many of the following fractions do you personally have 

occasion to use: — halves, thirds, fourths, fifths, sixths, sevenths, 
eighths, ninths, twelfths, sixteenths? 

9. Do you personally have occasion to use decimals of 2, 3, 4, or more 

places? 

10. Do you personally have occasion to compute simple interest? 

11. Do you yourself compute percentage: 

(a) When you are paying taxes? 

(6) When you are paying commission? 

(c) When you are estimating profit and loss? 

(d) When you are shopping? 

(e) When you are paying insurance? 

The following classification is made of the 799 persons 

replying to Questionnaire No. I: 

Number Replying 

Accountants 8 

Attorneys 10 

Bankers 16 

Bookkeepers and stenographers 61 



ARITHMETIC 3 

Number Replying 

Contractors 35 

Clerks 46 

Day laborers 32 

Doctors and dentists 20 

Designers and decorators 6 

Civil engineers 19 

Foremen 8 

Farmers 91 

Housewives 137 

Janitors 14 

Librarians 10 

Machinists 15 

Managers 18 

Merchants 85 

Real estate agents 8 

Students 8 

Teachers 34 

Miscellaneous 118 

Taking the mean of the replies to each question in the 
report with regard to the size of the numbers used in the 
four fundamentals with whole numbers, common fractions, 
and decimals, and using the number next smaller than the 
mean as a minimum essential, it is shown that the minimum 
essentials are: 

1. Addition — five addends, and five figures in width. 

2. Multiplication — the multiplicand, five figures in width; 

the multiplier, four figures in width. 

3. Division — the dividend, five figures in width; the di- 

visor, four figures in width. 

4. Fractions — halves, thirds, fourths, fifths, eighths, with 

tenths near the mean. 

5. Decimals of three places. 



o 

H H 
E-i 
P 
pq 

B 

GO 



D 



g 





a 


H* 


ua 


CM 




t^ 


LO 


OS 


CO 


LO 


o 


o; 


co 


CD 


O] 


O] 


,— 1 


CO 


."5 


00 


T-H 


CM 


r^ 


o 


OS 
















































CO 


CO 




















































T-H 




CO 


LO 


OS 


CO 




LO 

co 


CM 


CO 


m 


OS 


Tin 


Tt< 


■>* 


co 


c-i 


LO 


CM 


00 


O0 


Ol 


CD 


L0 


LO 


00 


US 
CO 


CO 


us 


CC 


c 


CO 




^H 


c 


co 


•# 


OS 


>* 


■* 


CO 


LO 


o 


t^ 


CM 


cr. 


CO 


co 


t^ 


■* 


^_ 


■<*< 


CO 


E5 












«* 


CM 














LO 


■* 










co 






CM 


us 


OS 


O 


















































CO 


EH 


•«# 


CO 


o 


OS 




CO 


co 


CO 


o 


CM 


o 


CD 


CO 


CO 


Ttl 


c 


TH 


CO 


Ol 


co 


CO 


LO 


cr. 




o 


DQ 












*# 


CM 


CM 


CM 


•^ 




1-H 




r^ 


oo 


1-1 




,H 


rt 


co 






CM 


t- 


CO 

us 


G? 


CO 


CO 


o 


OS 




,_! 


r~ 


CM 


CM 


CO 


CO 


CO 


CO 


(03 


_H 


CO 


CO 


TH 


Ol 


tH 


CO 


CO 


CM 


CM 


00 












LO 


co 


co 


<M 


1-1 




*-* 




oo 


CTC 


1-1 




7-1 


1-1 


LO 






CO 


oo 


CO 




CM 


O 


c 


_ 




us 


CM 


-f 


co 


t^ 


CO 


a~. 


CO 


CO 


oo 


Tf( 


cr. 


-tl 


oo 


-H 


O0 


>o 


Ol 


OS 


r~- 










rH 




LO 


CO 


CO 


CM 


*■" 




~ 




00 


o 


" 




T-H 


~ 


t~ 






CO 


00 


CO 
CO 




a 


■** 


■* 


t-h 




o 


CO 


CO 


co 


T-, 


o 


CD' 


CO 


o 


CO 


,— , 


T— | 


Ol 


C] 


co 


o 


CM 


-tf 


T-H 


CM 
















































CM 


o 




















































y— i 




CO 


CO 


CO 


CO 




r^ 


CO 


CM 


'CO 


CO 


CM 


r)H 


>* 


CM 


03 


hHH 


Tt* 


L0' 


LO 


T-H 


CM 


CO 


r~ 


C-5 

CO 


00 

o 


US 


















































CM 




us 


CO 


CO 


>* 




o 


-r 


t^ 


o 


CO 


CM 


H* 


L0 


CO' 


o 


L0 


LO 


L0 


CD' 


-tl 


CM 


T-H 


t^ 


T-H 


LO 


2 












CM 
















CM 


CM 










CM 








-*l 


US 


o 


















































<M 


B 


-* 


t^ 


00 


CO 




co 


us 




CM 


OS 


>* 


CD 


CD 


c 


C3 


LO 


L0 


OS 


t>. 


cr 


Tf< 


"* 


LO 


CO 


T-H 


i 












co 


CM 


CM 


rt 






1-1 




LO 


CO 










co. 






** 


us 


00 
CO 


CO 


CO 


o 


CO 




o 


CO 


-# 


co 


M< 


LO 


00 


CO 


CD 


>* 


o 


CO 


CO 


OT 


■<*< 


CD 


LO 


CD 


o 


CO 












LO 


cm 


co 


1-1 






rt 




CD 


l^ 


rt 




^ 


•^ 


CD 






CM 


00 


CO 

us 




CM 


00 


OJ 


CO 




H*< 


,_, 


CO 


*# 


r^ 


co 


OS 


oo 


co 


CD 


<* 


cr. 


LO 


CD 


T-H 


00 


CD 


o 


00 


CO 














us 


CO 


co 


CM 


1-1 




^ 




w 


a 






T-H 


t-H 


CO 






co- 


o 


o 




a 


>* 


t^ 


T-, 




CO 


■* 


o 


Tjl 


CO 


o 


CO 


CO 


co 


CO 


CM 


CO 


CN 


co 


T-H 


o 


CM 


co 


T*H 


CM 
















































CO 


us 




















































T-H 




CO 


!>• 


o 


tr~ 




o 

CO 


CO 


l^ 


3 


t^ 


co 


i-H 


«* 


CO 


CM 


L0 


T^ 


CO 


CO 


CO 


LO 


TH 


CO 


oo 


CO 
CO 
CO 


(5 


us 


00 


o 


OS 




t^ 


CO 


CM 


-M 


OS 


T^ 


-* 


CO 


TH 


tH 


_ 


TtH 


o 


OS 


CO 


L0 


LO 


,_, 


cS 


OS 












CO 


CN 


CM 












LO 


co 










CO 






CM 


T-H 


O 


















































-* 


e5 


■* 


CO 


o 


o 




OS 


co 


Tjr 


c 


CO 


CO 


CD 


CD 


,_, 


CO 


co 


"* 


LO 


Tjl 1 


CO 


00 


LO 


00 


US 


t^ 


p 












CO 


co 


CO 


CM 


7-1 




^ 




00 


t^ 


rt 




'-' 




CO 






CM 


O0 


OS 
US 


C? 


CO 


CO' 


c 


_ 




CO 


■* 


lr^ 


Tt< 


r^ 


CO 


oc 


t^ 


t^ 


CO 


"* 


CD 


LO 


CD 


oo 


CO 


CD 


CM 


CO 


T-H 












LO 


co 


co 


CM 










00 


o 










t^- 






CO 


o 


o 
































^^ 


















'-H 


t^ 




CM 


CO 


o 


CO 




*# 


L0 


T_H 


LO 


co 


CD 


Ol 


t^ 


t^ 


o 


TJH 


OS 


LO 


CD 


CM 


O0 


CD 


Th 


tH 


CO 








" 


rt 




LO 


co 


Tj< 


CM 


"■ 




" 




CO 


CO 








" 


CO 






co 


o 


-*l 




a 


US 


r- 


CO 




CM 


CO 


o 


T^ 


CO 


o 


00 


co 


us 


■* 


CO 


CM 


cs 


LO 


OJ 


CD 


OJ 


LO 


OS 


Tjr 












CM 
















CM 




















CM 


t^ 




















































T-H 




CO 


t^ 


o 


CM 




-# 


CM 


t- 


,_, 


us 


<* 


LO 


LO 


CO 


c 


CO 


CO 


CD 


co 


t^ 


L0 


HHH 


o-j 


CO 


o 








1-1 


TH 




CO 


CO 


CM 


,_l 






*~ l 




<* 


CM 


^ 








CO 








US 


00 
CO 


CO 


us 


CO 


OS 


co 




co 


CO 


OO 


us 


,_, 


LO 


LO 


t^ 


1^ 


CO 


"* 


CD 


t^ 


>* 


r~ 


r^ 


CO 


t>~ 


CO 


OS 


fc 












^* 


CM 


CM 




T-H 








LO 


co 


^^ 








CD 








J^ 


oo 


o 

EH 
09 


















































-* 


■>* 


00 


o 


LO 




LO 


_l 


t-^ 


^H 


CO 


CD 


CO' 


00 


CM 


lr^ 


■* 


t^ 


Ol 


t^ 


CM 


00 


CD 


o 


CN 


00 












LO 


CO' 


co 


CM 










t^ 


oo 










t^ 






co 


OS 


T* 


§ 


















































CO 


©■ 


CO 


t^ 


o 


CO 




CO 


co 


O0 


CO 


CV 


CO 


00 


00 


-* 


co 


"* 


t- 


LO 


1^ 


LO 


00 


r^ 


CM 


CM 


CO 








1-1 


rt 




LO 


co 


co 


CM 


1-1 




1-1 




oo 


s 


1-1 




1-1 


1—1 


CO 






CM 


o 


r~ 




CM 


l>- 


o 


CO 




T-H 


co 


,-H 


o 


OS 


CD 


cr: 


co 


L0 


c 


H* 


OS 


LO 


co 


CM 


co 


t^ 


co 


CO 


OS 








*" 


^ 




CD 


co 


T* 


CO 


^ 




" 




oo 


Ol 






T-< 


1 


co 






CO 


o 


^ 
t^ 




a 


■* 


CO 


>o 




r^ 


CM 


LO 


-f 


,_, 


„ 


cr 


>c 


o 


OS 


LO 


r^ 


t^ 


t> 


OS 


LO 


oo 


cr 


lr~ 


OS 












co 


rH 


"""* 


1-1 


rt 




1-1 




-* 


■^ 








^ 


"* 






CM 


US 


CO 




CO 


CO 


o 


US 




o 


co 


CM 


LO 


CO 


US 


I~ 


oo 


CM 


co 


OS 


OS 


<* 


t^ 


CD 


00 


CD 


cr 


CM 


l>. 








•"■ 


1-1 




LO 


CM 


"# 


CM 


1-1 




7-1 




t^ 


CD 








1-1 


t^ 






CM 


OS 


CM 

co 


CM 

15 


US 


oo 


o 


m 




LO 


T^ 


CM 


CM 


00 


>0 


CM 


00 


t^ 


t^ 


o 


C5 


-* 


t^ 


LO 


00 


LO 


CM 


CO 


T-H 












LO' 


CO 


Ttl 


CM 










1^ 


o 






1— I 




l^ 






co 


OS 


CO 


O 


















































CO 


Eh 
CO 


-# 


00 


o 


us 




CD 


CO 


o 


00 


■CC2 


CD 


00 


CO 


-t 


CO 


co 


OS 


LO 


t> 


o 


00 


r^ 


CM 


o 


CO 












LO 


CO 


•V 


CM 










CO 


CO 










O0 






CO 


o 


OS 


B 


















































CO 


c? 


CO 


co 


c 


CO 




r^ 


TjH 


US 


OS 


OS 


CO 


cr. 


CO' 


t-~ 


o 


"* 


OS 


LO 


00 


L0 


00 


t^ 


Mr 


CO 


t^ 








1-1 


1-1 




LO 


CO 


<* 


CM 


1-1 




1-1 




co 


02 










oo 






CO 


o 


CM 




CM 


CO 


o 


CO 




,_! 


-f 


US 


,-H 


OS 


CO 


cr. 


00 


CO 


Tt( 


tH 


O 


LO 


CO 


CM 


O0 


t^ 


tH 


CM 


o 














CO 


CO- 


»*1 


CO 










00 


cr- 










CO 






CO 




-* 
t^ 


^ « 




co 


p 


CO 




,_, 


US 


CO 


CM 


c 


CD 


OS 


CO 


,_, 


t^ 


"# 


o 


LO 


GO 


us 


O0 


00 


■* 


00 


OS 


p w 












CO 


CO 


>* 


CO 


CM 








cr- 


CO 




T-H 




T-H 


CO 






CO 




OS 


sz: M 






























T_1 


















T-H 


t^ 












bU 












*H 








































o 












o 








































a 












-l^ 






























CQ 










s 










£ 


1 






























O 










CQ 

a 










.a 

(3 
CD 


o 

o 

CD 

T3 




















a 

CD 










S 5 










73 










"O 


-n 




















M 






CQ 




i 

O 




CQ 

i§ >> 

O o 

CD -f=> 


to 

CC 

■a 

03 

pq 


CO 

cu 

CD 

o 
o 


CQ 

I- 
a> 
JS 

a 

03 
Eh 


GO 

L, 

o 

o 

a 

o 
D 


CO 
CD 

5 


CQ — 

cd q o3 
g 03 g 

^2 CO CD 
03 «S fl 

— ' 5 M 
>> 52 '5 

o3 O CD 

Q Q Q 


CO 

t- 

CD 
CD 

a 
'So 

a 


a 

CD 

a 

CD 

o 


CD 

a 

C3 


CO 
CD 

> 

CD 
to 

o 
K 


CO 

o 

"3 

l-B 


CO 

a 

.2 

c? 

3 


■i « -s 

.a *« a 

03 03 CD 

s § s 


03 

CD 

^-^ 
03 

CO 

CD 

"el 

CD 

P3 


CQ 

a 

CD 


CO 

CD 

^a 
o 

OS 
CD 


a 

O 
CD 

a 

ji 

"a3 
u 

CQ 

i 


-a 

eS 

H-» 

O 

EH 



<y 



o 
a 


05 


05 


00 


CM 


CI 


t^ 


00 


CO 


us 


>* 


CO 


OS 

CO 





r~ 





t^ 





CO 
CO 


■* 


CO 


CS 


>* 

CO 


CO 

co 
>> 


CO 


co 


00 


CM 
CM 


CM 


00 


■<* 


t^ 


~ 


© 


10 


00 
00 


CO 
CO 


t^ 





00 





CO 


CO 


~ 


>o 



10 


o 
a 


Tf 


10 


CM 


co 

CM 


00 


© 


© 


us 


-* 


US 


10 


OS 
O0 


00 


CO 


CO 


CO 


OS 


CS 
CO 


*# 


CM 


•~t< 


CO' 

CO 


S 


<* 


10 


CM 


CO 


O0 


<3> 


CO 


Iffl 


01 


CO 


CO 


CO 
CO 


CO 

lo 


00 


CO 


t- 


CO 





«* 


us 


c\ 


© 

CO 


o 

a 


1-H 


CO 


t^ 


© 
CM 


CO 
l-H 


"* 


1-- 

1— 1 


CO 


CI 


co 


CO 


OJ 


O 


CO' 


t^ 


co 


us 


LO 
CM 


T— 1 


~ 


© 


OS 
CO 


cu 
>> 


t- 


t^ 


00 


© 
CM 




CM 


CO 


lO 

i—( 


t~ 


■<* 


CO 


us 




US 


CO 

CO 


co 


CM 


t^ 


a 


10 


r^ 


<* 


*n 


CO 
CO 


o 

a 


1—1 


CM 


© 


CM 
CM 


>.o 


CO 
CM 




-H 


CO 


10 


10 


Ol 


a 


CO 


© 


CO 


CO 


>* 

CO 





CM 


t-~ 


CO 

LO 


8 

>> 


t^ 


00 


CO 


CM 

CO 


© 


1-H 


co 


CO 


co 


i-~ 


CO 




US 


CO 
CM 


CO 





CO 





us 


CO 


CM 


us 


us 

CO 


o 

a 


CO 


TH 


00 


00 
CM 


>* 




CJ 


r^ 


a 


10 





-* 


<* 


CO 




t^ 


OS 


l-^ 


t^ 


O 


- 


CM 



ci 


CO 


co 
S 
>> 


US 


CO 


t~ 


US 


© 


"* 


10 





- 


00 


T* 


CO 


CO 


t^ 





t^ 





OS 

CO 


CM 


O 


lo 


CO 



& I 



m 1— >_> CM 

as 1—1 1—1 



^©oiTtiioHOO^n^HMmoiMOHNiN 

1— I CM 1— I CO 

OOUSi-lT-IOOcMOOUScMTtHCOCOOSCOOOcMcMCMO 
CM i-H CM i-H i-H CO i-H CM 1-H LO 

N » N t? r- iCOOOCOCOOSOOCOOSOOOlOi— 1 CO i-H 
Tf< i-H CM T-H i-H i-l Tf N Tjl 1-ICO 

1— lUS©CMO0US00l~~t~~©CO©CO00USr^LOi-H© 
lO CM CO CM 1— 1 1-1 cot^i— 1 1 — 1 1 — 1 £~- COOS 



<y 



g co tjh 1-1 

Tj< us t^ co 

n © n 

CM OO 00 CM 



H 



O" 



Q> 



M W CO CD CO 

« TjH 00 ■* 

g CO N 00 

«» CO l>- •># 

^M lO N O 

.*- CO t- -cM 

.« US !>. Tj< 

« US N «5 

sji t^ O i-< 

tH\ 1—1 1—1 

\m CO O !>• 

1-H 

\n t>- o i-H 



OS OS 

CO 00 

CS CM 

CO t~- 

t-- us 



>o 


a 


CI 
CM 


a 


us 

CM 


t^ 


co 


CI 


CO 
CM 


O 
CM 


tH 
CM 


CO 


T|H 


CO 
CO 


CM 

CO 


CS 


CO 


00 

CM 


10 

CM 


CO 


os 


CO 


CM 

CO 


CM 



co us 

iO CM 

00 CO 

CO CM 

OS US 

CO CM 

00 CM 

OS CO 

CO -*« 

CM tJH 

OO CO 



CM O 

CM O 

US CO 

•>* OS 

t~- CO 

itf OS 

lO CO 

US 00 

t^ 1-H 

CO 

t-- us 

CM 

00 CM 



i-H -* 

CO CO 

1-1 CO 
CO 

US CO 

CO CO 
CO 

CO l>- 

CM 

i-H OS 

co 

us CS 



© ^H 

1-1 t^ 



1-1 CM 



r-H i-l CO 



i-H CO 

00 i-H 

00 ^H 

t^ 1-H 

CO CO 



us 00 

CM i-H 

CM 00 

CM 00 

CO 00 

t^. CM 

us ©1 

© CM 



■* CO 
CM 

■«# CO 

CO 

us CO 

00 CO 
CO 

CO CO 

t-- CO 
CM 

t^ US 

CO 

CM 00 

CO 

© r- 

10 

00 00 



i-H us r^ 

CO 

© © US 



i-H i-H CO 



o « E 



Io|| 
cs +3 g 2 

< < m pq 



ft g m jj 



rQ CO OS CD 



.£P -S 



o £ c o a o 



fe -g .5 to s as a S 

•s ^ -s § u 



c5 ^ 



a 


-* 


us 


© 


© 


"-C 


© 


co 


rt 


© 


cq 


CO 


OS 


r~ 


CI 





CM 


CN| 


T* 


© 


•^ 


-* 


l—H 


© 

OS 


CO 


10 


t- 


CM 


OS 


LO 


Ttl 


t> 


CO 


ca 


10 


TJH 


r^ 


t^- 


CO 


- 1 


iO 


CO 


© 


CI 


CT 


co 


CM 


© 
00 


US 


© 


l> 


CM 


CM 


CO 


~f 


© 


co 


CI 


© 


■* 


co 

CI 


© 


■* 


Cl 


LO 


CO 


CI 


co 


^ 


© 


CO 
CO 


CO 
CM 
CM 


tH 


r^ 


© 


CO 


CO 


© 
CI 


© 


CO 


© 


CO 


co 


© 


co 


co 


10 


co 


r^ 


© 


co 


TJH 


CI 


t^ 


© 

us 


CM 

CO 
CO 


CO 


CO 


© 


us 




CI 


© 


r^ 


Tj< 


co 


OS 

1-H 


co- 


© 

CO 


CO 


3 


CO 


© 


a 


© 


LO 


LO 


CI 


00 
© 


CM 

© 

us 


CI 


CO 





© 


1-H 
US 


CI 

co 


us 

CO 


co 

Cl 


© 


us 


CO' 


co 


co 




-* 


© 


-ti 


CO 


US 


co 


LO 


O0 


© 


CO 
CM 
© 




00 


© 


CO 


CO 


US 

CO 


© 


CI 

co 


© 

CI 


CO 


© 


CO 


© 


CO 


-r 


O 
1-H 


10 


<C0. 


LO» 

00 


CO 


co 


-"CH 

O0 


00 

i-H 


© 

os 






{ 

11 



111 

r 



III 1 



L 
h 






; 



i i 



-, 



• k 



11 






h 



§ 



r "> 



C-lCO , * , LOO' 2 i" lP3 ' T * 1li:> ^ 



8? 



P3 «< 



cCTt* 1 £:^^^icc'^'u20^-ico'^'vco^cicC'tinci:'^cicO'*S 



J^atHZxSlw^lwZf-a 



IS 



^3 to X! to 



£A BQ 



. (U 


-a 




a 


+3 




O 

tn 


o 
ft 


** 




<hQ 


o 


»>a 


h n 


* 9 






©■** 


<s 


a> 


■§2 


O (0 

a- 


a-- 


.a 

a 


IZJfi 


£fl 


Kfi 


25 





-u 












CD 












S-i 




o 








CD 




o _. 

*3 a 3> 








rt 




<B 






H 




O 






dl 




•2 § a 


d 


CO 




a 


to 

CD 


a *> » 

a o o 




o 








O U -d 


a 

M 


+3 




OQHOfeoQ 



fe 



Chart I. Percentage of Use of Numbers with Regard to Size in Each 

Process or Subject. 



6 



ARITHMETIC 7 

6. By the same process it is shown that simple interest is 
a minimum essential, 497 replying "yes" to question 
10, and 220 replying "no." Also the use of per- 
centage in estimating profit and loss is a minimum 
essential, 367 replying "yes" to question 11 and 319 re- 
plying "no." 

Table I, which is the compiled report of 799 replies re- 
ceived from persons representing the various occupations, 
shows the use of each process or subject, distributed as to 
the size of the number used in that process or subject. 

Chart I, which is based on Table I, shows the percentage 
of the use of numbers with regard to size in each process or 
subject. 

Table I and Chart I show that the business world is not 
using the large numbers used by children in the schoolroom. 

Questionnaire No. II: "The Amount of Arithmetic 
Used in Everyday Life, with Regard to Subject Matter." 



Addition of Fractions 

Subtraction of Fraction 

Multiplication of Fractions 

Division of Fractions 

Cash, Checks, or Bills 

Simple Cash Accounts, or Family 

Expense Accounts 

Proportion 

Stocks-Dividends 

Bonds 

Banking 

Paying in Part Payments 

Square Measure 

Volume 

Board Measure 

Drawing to Scale 

Graphs 

Land Measure 

Trade Discount 



1st 
Day 



2nd 
Day 



3rd 
Day 



4th 
Day 



5th 
Day 



6th 7th 
Day Day 



8th 
Day 



9th 
Day 



10th 
Day 



8 MINIMUM COURSE OF STUDY 

The purpose of this investigation is to determine how much arith- 
metic is used in everyday life. 

Will you please tell your child for each of the ten consecutive days 
what you have done with numbers during the day. Kindly have the 
child place a cross (X) opposite the topic used. Do not sign your 
name. 

Please state your occupation 

This questionnaire was sent out to supplement the first 
questionnaire and the questionnaire sent out by Dr. 
CofTman and Dr. Jessup in 1913. 

The following classification is made of the 314 persons 
replying to Questionnaire No. II: 

Number Replying 

Blacksmiths 3 

Bookkeepers 7 

Carpenters 11 

Civil engineers 4 

Clerks 13 

Creamerymen 2 

Electricians 4 

Housewives 105 

Laundrymen 2 

Mail carriers 2 

Mechanics 16 

Merchants 9 

Miscellaneous 53 

Photographers 2 

Plumbers 2 

Railroadmen 5 

Ranchers 26 

Real estate agents 4 

Tailors 4 

Teachers and students 13 

No occupation 27 



o 
to 

w 

Ph 

< 
to 

to 

o 



Q > 

g s 

EH K 

a ^ 

*■"< r/"> 

H H s 

Sop. 
p w 

CO £h 

Q Ph 

to o 

a§ 

H hH 

hI 
o ^ 
o 

« 

H 

Ph 
O 

CO 

P 

Ph 
O 

o 
to 
m 
p 
c? 

Ph 
Ph 



iNnoosi(j aavaj, 



aaasvaj^; asvj 



SHdVHQ 



CO CO .-H i— I rH INciJH ,-h hwo 



OOOOOOGOOOOOOOOihOthcoOO 



aivog ox oniawhq 



aaasvajAj aavog 



awinoA 



aansvaj^; aavnog 



sxNawivj xavj ni oniavj 



ONiaMvg; 



saNog 



saNaaiAiQ — saooxg 



NOIXHOdOHJ 



NOOHOONraOONlO^ONOOMHNINN 



sxNiioooy asNaaxg; aiiwv^ 
exNnoooy hsvq aaawiy 



STiig ao 'ssoaHg 'hsvq 



SNOIXOVa^ ao N0I8IAIQ 



SNOixovaj &o NOixvorcdLi/mj^ 



sNoixovaj do Noixovaxang 



SMOixovaj ao Noixmay 



aaawn^; 



OOtONK5ffl©INNi-lOiONinOHIDiOOOlON(N 

CO m CO «0 t-h i— l t-h H H O 00 i— l HOONN^ON 

CO HM 



lOfflfflOOO^O(MOOHOO>HHNNNNO!W 
CO lO O HiOH t~ lO INN KJCOO 



«t>HC5IMTt<->l'iO(MC<lClO:CJC<lincO'>l('5jHCOt-CO 
i-H-iH O 1-1 CO HNU5 



1 '5 



2 2 

H-=> Q, *-* 

a""" <D JS «-." 

-3-3 lid a 

mmooo 
9 



>> 03 



" g « ' 'S3 ' § ' «8 



C S S-C o $M g'.fi §-d <u £ 



Ed 



'ij sal j-^l-'a sl-a 

PeJ a _q S S S Ph Ph Ph P5 Ph EH E 



hi ¥ •— i _9 o O o 






10 



MINIMUM COURSE OF STUDY 



Table II shows the frequency of use of the processes and 
subjects listed in the questionnaire through a period of ten 
consecutive days. 



Addition of fractions 

Subtraction of fractions 

Multiplication of fractions 

Division of fractions 

Cash, checks, or bills 

Cash, accounts or 
Family expense accounts 

Proportion 

Stocks— dividends 

Bonds 

Banking 

Paying in partial payments 

Square measure 

Volume 

Board measure 

Drawing to scale 

Graphs 

Land measure 

Trade discount 




0% 10% 



zo% m% m% &o% io% m% 



Chart II. Per Cent of Use through a Period of Ten Consecutive 

Days. 



Chart II shows the per cent of possible use of the pro- 
cesses and subjects as listed. 

Taking the median of the per cent of usage of the total 
replies, 9.8%, and regarding all numbers above this median 



ARITHMETIC 11 

as the minimum essential in numbering, it is shown that 

the following are minimum essentials: 

Frequency 

of Use Per Cent 

Topics during Ten of Usage 

Consecu- of Total 

tive Days Replies 

1. Simple cash accounts, or family ex- 

pense accounts 2514 80 

2. Cash, checks, or bills 1077 , 34.3 

3. Addition of fractions 894 28.4 

4. Multiplication of fractions 716 22.4 

5. Subtraction of fractions 637 20. 1 

6. Banking 567 18.0 

7. Division of fractions 545 17.3 

Note. — Many persons think that they are dividing by a fraction 
when they take a fractional part of a number. The Committee, there- 
fore, does not recommend division of fractions as a minimum essential. 

Questionnaire No. Ill: The following questionnaire was 
sent to fifty of the leading business firms of Los Angeles: 

To Business Men of Los Angeles: 

Will you please assist our public school teachers and thereby help 
the boys and girls, by giving the following questions careful consider- 
ation and sending your reports to the Committee on Arithmetic : 

1. How much arithmetic should young people know when they enter 

your employment? 

2. In what arithmetic work do you find them weak or unsatisfactory? 

3. What suggestions do you make that may assist in correcting mis- 

takes? 

4. So far as it comes to your attention, what work in arithmetic is 

being taught that is of little or no value in your business? 

Twenty-four firms replied, several, however, answering 
only in part. 

Taking the median of the twenty-one answers to question 
No. 1 and using all numbers greater than the median, viz. 11, 
as the amount of numbering required by employers on the 



12 MINIMUM COURSE OF STUDY 

part of their employees, it is shown that the following are 

minimum essentials: 

Topics Frequency of Use 

Addition 21 

Multiplication 20 

Division 20 

Decimals 16 

Subtraction 15 

Percentage 14 

Fractions 12 

From a similar tabulation of question No. 2, it is shown 
that employers find their employees weak in the following: 
Topics Frequency of Use 

Accuracy 18 

Decimals 7 

Addition 6 

Multiplication 4 

Fractions 4 

There were fourteen replies to question No. 3. The 
tabulation shows that the business men who replied recom- 
mend that the school stress the following : 

Subject Frequency of Use 

Accuracy 9 

Short cuts 4 

Mental arithmetic 4 

"Teach the why" 3 

In response to question No. 4, as to what should be elimi- 
nated, the replies were as follows : 

Topics Frequency of Use 

No topic 8 

Higher mathematics 6 

Algebra 5 

All, except the four fundamentals, decimals, 
interest and discount 5 



ARITHMETIC 13 

Minimum Essentials. — The reports of the three question- 
naires show the minimum essential in arithmetic is a high de- 
gree of accuracy in : 

1. Addition of five addends, five digits wide. 

2. Multiplication, with a multiplicand of five digits and a 

multiplier of four digits. 

3. Division, with a dividend of five digits and a divisor of 

four digits. 

4. Addition, subtraction, multiplication, and division of 

the following fractions: halves, thirds, fourths, fifths, 
eighths, and tenths. 

5. Decimal fractions of three places. 

6. Simple interest. 

7. Cash accounts, or family expense accounts. 

8. Cash, checks, and bills. 

9. Banking. 

10. Use of percentage in estimating profit. 

Through this brief study of the use of arithmetic in the 
business world and a knowledge of the needs of the child, 
the Committee recommends the following as the minimum 
essential in arithmetic : 

A high degree of accuracy in: 

1. Addition of five addends, five digits wide. 

2. Subtraction, five digits wide. 

3. Multiplication, with a multiplicand of five digits and 

a multiplier of four digits. 

4. Division, with a dividend of five digits and a divisor 

of four digits. 

5. Addition, subtraction, multiplication, of the following 

fractions: halves, thirds, fourths, fifths, eighths, and 
tenths. 

6. Decimal fractions of three places. 

7. Simple interest. 



14 MINIMUM COURSE OF STUDY 

8. Cash accounts and children's and family expense ac- 

counts. 

9. Cash, checks, and bills. 
10. Banking. 

Eliminations 

In response to the advice received from the public through 
the questionnaires, and from a study of eliminations in 
arithmetic, a brief summary of which we indorse and herewith 
submit, the Committee recommends the following elimina- 
tions in arithmetic : 

1. Apothecaries' weight 

2. Troy weight 

3. Longitude and time 

4. Furlong in linear measure 

5. Hand 

6. Dram in avoirdupois weight 

7. Surveyors' table 

8. Fathom 

9. All problems in reduction, ascending and descending, 

involving more than two steps 

10. Greatest Common Divisor. (As a separate topic) 

11. All initial common fractions, except halves, thirds, 

fourths, fifths, sixths, eighths, ninths, tenths, twelfths, 
sixteenths, hundredths, thousandths. (Initial fraction 
is the fraction given for the solution of a problem) 

12. All work with the Least Common Multiple except of 

very low denominations. (As a separate topic) 

13. Complex fractions 

14. Compound proportion 

15. Cases in percentage 

16. True discount 

17. Compound interest, except in simple saving accounts, as 

re-invested money 



ARITHMETIC 15 

18. Problems in partial payments 

19. Commission and brokerage. (As applied to stocks and 

bonds) 

20. Profit and loss. (As a special topic) 

21. Knot 

22. Partnership. (As a special topic) 

23. Cube root 

24. All algebra, except such simple use of the equation as is 

directly helpful in arithmetic and in other subjects 
met with in the school life of the pupil 

25. Brackets, braces, vincula 

26. Cancellation. (As a special topic) 

27. Finding the whole when a fractional part is given 

28. Paper tables 

29. Gross and great gross 

30. Square. (100 sq. ft. used in roofing) 

31. Carpeting, lumber, measuring, papering, plastering, 

paintiDg. (As separate subjects) 

32. Surveyors' land measure 

33. Foreign money 

34. Indirect problems in simple interest. (Use the equation) 

35. Bank discount 

36. Pyramids, cones, spheres 

37. Metric system 

38. Initial decimal fractions of more than three places 

39. All problems whose content is outside the experience 

and comprehension of the child 

A Suggested Course of Study in Numbering in the Grades 

In the first and second grades the child is building up his 
notions of numbering. He must be given opportunity 
through work and play at school to meet situations in which 
numbering arises. Most of the numbering in the first two 
grades must be incidental to other work and to play. The 



16 MINIMUM COURSE OF STUDY 

making of change and the handling of money, the industrial 
arts, hand work, garden making, collecting and grouping in 
nature work, and constructive work in drawing furnish ample 
opportunity for correlated lessons. Play should be made to 
contribute toward real acquisition in numbering, for it is in 
play that the child's interest lies. Under its free and whole- 
some atmosphere, where attention and interest are spon- 
taneous, he may develop an abiding interest in numbering 
and acquire a serviceable knowledge of arithmetic. The fol- 
lowing are suggested topics of activity: 

1. Building with blocks 

2. Making rulers 

3. Measuring (a) height of pupils, (6) things about the 

schoolroom 

4. Playing store: (a) Adding cents to cents, (b) making 

change — 10^, (c) use of pints and quarts — buying 
and selling milk, (d) dozen — half dozen. Coloring, 
buying, and selling Easter eggs 

5. Playing dominoes : (a) Matching, (b) counting by 5's 

6. Time: (a) Making a clock face, (6) hours 9, 12, 2, etc. 

7. Games — scoring: (a) Bean bag, (b) ring toss, (^nine- 

pins, (d) hook it, (e) guessing games, (/) building up 
numbers, using all possible combinations 

8. Number stories 

Through such activities the minimum number work of the 

pupil should be : 

First Grade 

1. a. Count to 20 concretely 

b. Count to 20 abstractly. (Symbols are to be used 
after the numbering knowledge has been obtained 
by the use of objects in work and play) 

2. Group objects by 2's and 5's to 20 

Count by 2's and 5's to 20. (Grouping and counting 
symbolized with written words and with digits) 



ARITHMETIC 17 

3. Divide groups of objects into 2's, 3's, and 4's to 12 

4. Use term halves when groups of objects are divided into 

two equal parts. (Not more than 12 objects to be used) 

5. Emphasize the relationship between quantities by means 

of objects. (Suggestion: relationship between inch 
and foot, pint and quart) 

6. Denominate numbers 
Measurements : 

12" = 1 ft. 

2 pts. = 1 qt. 

12 things — 1 dozen 

5^ = 1 nickel 

10^ = 1 dime 

2 nickels = 1 dime 

7. The addition of halves and halves 

Second Grade 

1. Review the work of first grade 

2. Continue counting concretely by 2's and 3's to 24; by 

4's to 40; by 5's and 10's to 50 

3. Present the thirty-three combinations, concretely, whose 

sums are 12 or less. Aim toward an abstract and 
automatic mastering of these 

4. Division of groups of objects into 2's, 3's, 4's, and 6's 

to 24 

5. Divide groups of objects into 2, 3, 4, 6 equal parts — 

maximum of 12 objects 

6. Use terms halves, fourths, when objects are divided into 

two or four equal parts 

7. Column addition, two digits wide — • sum of each column 

less than 10 

8. Column subtraction, two digits wide — each digit in the 

minuend to be greater than the corresponding digit 
in the subtrahend 



18 MINIMUM COURSE OF STUDY 

9. The addition of fourths to fourths. (In handwork prob- 
lems) 
10. Denominate numbers: 
25^ = 1 quarter 
60 min. = 1 hour 
7 days = 1 week 

Third Grade 

1. The forty-five combinations in addition and subtraction 

made automatic 

2. Column addition three digits wide, four addends. (With 

the adding-in process) 

3. Subtraction of numbers three digits wide. (With the 

taking-from process) 

4. Multiplication tables — 2's, 3's, 4's, 5's, 6's, 10's through 

6 times the number multiplied 

5. Division corresponding to the combinations in the 

multiplication tables, and also with remainders 

6. Denominate numbers: 

3 ft. =1 yd. 

4 qts. = 1 gal. 

50^ = 1 half dollar 

Fourth Grade 

1. Continue work of third grade 

2. Addition four digits wide and four addends, also three 

digits wide and five addends 

3. Subtraction, four digits wide 

4. Complete the multiplication tables through the 10's, 

(10x10) — multiplicand 4 digits wide; multiplier 
2 digits wide. (Using dollars and cents) 

5. Division — dividend not more than five digits; divisor 

not more than two digits 



ARITHMETIC 19 

6. Denominate numbers: 
16 oz. = 1 lb. 
10 dimes = $1 
100 cents = $1 

Fifth Grade 

1. Continue drill on the four fundamentals with whole 

numbers 

2. Fractions : 

a. Continue fraction work of the previous grades 

b. The addition of fractions in the following order of 

groups: 

Halves and halves 

Halves and fourths 

Halves, fourths, and eighths 

Halves and thirds 

Halves, thirds, and sixths 

Halves, thirds, sixths, and twelfths 

Halves, thirds, fourths, sixths, and twelfths 

Fifths and tenths 

c. Reduction of fractions when necessary in addition 

and subtraction 

d. Addition and subtraction of mixed numbers. In 

addition two digits wide, three addends 

e. Multiplication of fractions — J, J, f , J, f , each 

repeated a given number of times 
Example, 3 X § = f 

h i, i, i, i, tV of a group (Example, f of 18) 
Multiplication of simple mixed numbers. (In 

playing store, etc.) 

f. Division of fractions. How many J's, |'s, J's, 



s, T Vs in whole numbers? 



-4- ^ = ? 



Example, how many f's in 6, or 6 

Develop through the concrete, use abstractly 



20 MINIMUM COURSE OF STUDY 

3. Denominate numbers: 

a. Review — Continue the work of previous grades 

b. New — 24 hours = 1 day 

Sixth Grade 

1. Drill on the four fundamentals in whole numbers and 

fractions 

2. Decimal fractions 

a. The decimal idea 

b. The four fundamentals in decimals, with a limit to 

two decimal places in initial decimals. (Stress 
dollars and cents) 

3. Per cent: 

1/100 = .01 = 1%. Nothing new 

4. Find the per cent of a number 

5. Find what per cent one number is of another. (18 is 

what per cent of 20?) 

6. Denominate numbers: 

a. Review denominate numbers through problem 

work 

b. New work to be taken up through problems : 

100 lb. = 1 cwt. 

2000 lb. = 1 ton 

144 sq. in. = 1 sq. ft. 
9 sq. ft. = 1 sq. yd. 
160 sq. rds. = 1 acre 
60 seconds = 1 minute 
365 days = 1 year 
12 months = 1 year 

Seventh, eighth, and ninth grade mathematics should be 
a unified course made up of arithmetic, algebra, and geome- 
try, and presented in such a way that there will be no definite 
break from arithmetic into algebra. 



ARITHMETIC 21 

Seventh Grade 

1. Drill for speed and accuracy with whole numbers, frac- 

tions, and decimals 

2. The application of numbering to real life needs: 

a. Social 

b. Industrial 

c. Civic 

3. Discount — as per cent 

4. Interest: 

a. Money 

b. Investments 

5. Commission — in connection with vocational guidance 

6. Taxes — local: in simple form in connection with civics 

7. Personal accounts 

8. Banking: 

a. How to make out a deposit slip 

b. How to write a check 

c. How and why to fill the stub 

d. When a check should be cashed 

e. How to stop payment on a check 

f . How to indorse a check 

g. How to indorse a note 

h. How to write a negotiable note 

i. How to compute interest 

j . Importance and purpose of savings banks 

k. Importance and purpose of commercial deposit 

banks 
1. How to open an account 
m. How to secure a bank draft 
n. How to use a bank draft 

9. The solution of the simple equation in algebra: 

a. Definition of equation 

b. Making equations 



22 MINIMUM COURSE OF STUDY 

c. Solving equations by: 

Adding the same amount to both sides 
Subtracting the same amount from both sides 
Multiplying both sides by the same amount 
Dividing both sides by the same amount 

d. Use of the parentheses in equations 

e. Positive and negative numbers in the equation 

10. Intuitive geometry based upon shape, size, and location 

of objects: 

a. The rectangle 

(1) Perimeter 

(2) Area 

b. The triangle 

(1) Angles 

(2) Similar triangles — in solution of problems 

only 

(3) Construction of similar triangles 

11. Use of the compasses in drawing straight lines: 

a. Dropping a perpendicular from a point to a line 

b. Erecting a perpendicular at a given point in a line 

c. Constructing equal angles 

12. Use of the protractor in measuring angles 

Eighth Grade 

1. Further development of Seventh Grade work 

2. Graphs 

3. The right triangle — Theorem of Pythagoras 

4. Relation of opposite angles and of the angles made by a 

transversal cutting parallel lines 

5. Cubical contents of rectangular prisms 

6. Cubical contents of cylinders 

The work in numbering must be a unit from the first grade 
through the eighth; e.g., after fractions have been learned 
there is nothing new in decimals but the form of writing. 



ARITHMETIC 23 

Per cent is only a particular common fraction, i.e., 1/100, or 
a particular decimal: .01 = 1/100 = 1% 

Much time will be saved by this unity of work. Further- 
more the child will be able to master the subject of arithmetic 
if this simplicity of the subject is shown. 

Minimum Essentials in Problem Work 

1. All problem work shall be such as will develop the child's 

ability in numbering; that is, the content of the prob- 
lem must be within the comprehension of the child. 

2. Children shall make and solve problems growing out 

of their own experiences or environments, covering 
the numbering as outlined for the various grades, 
using the suggested topics of activity as a guide. 

3. In problem solving the five steps to be learned are: 

a. State the problem clearly, or read it understand- 

in gly. 

b. Pick out the unknown fact or facts. 

c. Pick out the known facts. 

d. Choose the form of relating the known facts (add, 

subtract, multiply, or divide) in order to de- 
termine the unknown fact or facts. 

e. Solve. This involves the mechanics of the sub- 

ject. The child should approximate his result 
before solving. The result should always be 
checked by the student. 
The Committee also begs to recommend: 

1. That there be supervised study. 

2. That a degree of uniformity in the promotion of pupils 

is desirable. In order to establish this uniformity, 
standards are essential. Three tests should be used 
in determining the pupil's right to promotion: 
a. The judgment of the teacher, based upon her daily 
association with the child. 



24 MINIMUM COURSE OF STUDY 

b. The use of standards, as a modification of the 

Courtis or Lane Tests. 

c. Examinations, approved by principal or super- 

intendent. 
3. A course of study founded upon minimum essentials 
should form the basis of all numbering. 

Suggested Topics of Activity 

First Grade 

1. Building with blocks 

2. Making rulers 

3. Measuring : 

a. Height of pupils 

b. Things about the school room 

4. Playing store: 

a. Adding cents to cents 

b. Making change — 10^ 

c. Use of pints and quarts — buying and selling milk 

d. Dozen — half dozen — 

Coloring, buying, and selling Easter eggs 

5. Measuring in handwork 

6. Playing dominoes: 

a. Matching 

b. Counting by 5's 

7. Time: 

■&. Making a clock face 

b. Hours — 9 a.m., 12 M., 2 p.m. 

8. Games— scoring: 

a. Bean bag 

b. Ring toss 

c. Nine-pins 

d. Hook it 

e. Guessing games 



ARITHMETIC 25 

f . Building up the number, using all possible com 
binations 
9. Number stories 

Second Grade 

1. Buying toys: 

a. Adding cents to cents 

b. Multiplying 2X3^, etc. 

2. Making rulers 

3. Measuring 

4. Playing store — making change — 25^ 

5. Playing dominoes 

6. Playing games — • scoring 

Adding halves to halves 

7. Time: 

a. Clock — hour, half-hour, quarter-hour 

b. Seven days in a week 

c. Calendar 

8. Collecting and counting 

9. Number stories 

Third Grade 

1. Playing store: 

a. Making change — 50 i 

b. Making bills 

c. Buying by dozen and half-dozen 

d. Buying by pint and quart 

e. Buying by yard, half-yard, quarter yard 

f. Buying by pound and half-pound, quarter-pound 

(using the scales in weighing) 

2. Playing cafeteria — lunch stand 

3. Playing street car : 

a. Buying tickets — one way, round trip 

b. Making change 

4. Time 



26 MINIMUM COURSE OF STUDY 

5. Games : 

a. Hikes — relay races 

b. Climbing the ladder 

c. Ring toss, etc. 

6. Number stories: 

a. Time 

b. Gardening, measuring, making money, saving 

money 

Fourth Grade 

1. Playing store: 

a. Pound and ounce 

b. Bills 

c. Making change — $1.00-12.00 

d. Multiply by numbers smaller than 1 

e. Inventories of the store 

2. Outdoor measurements: 

Feet, inches 

3. Finding averages : 

a. Class averages 

b. Height averages 

c. Age averages 

4. Relay races: 

a. Baseball 

b. Auto race 

c. Home run 

d. Aerial race 

5. Guessing games 

Fifth Grade 

1. Keeping accounts 

2. Bills 

3. Estimating costs: 

a. Picnic lunches 

b. Week-end parties 



ARITHMETIC 27 

c. School projects 

d. School supplies 

e. Fraction discounts 

(1) Boy scout outfit. (Use advertisements) 

(2) Ball or tennis outfit. (Use advertisements) 

(3) House supplies. (Use advertisements) 

4. Gardening : 

a. Accounts 

b. Scale drawings 

5. Scale drawings in map work 

6. Correlation with other subjects 

Sixth Grade 

1. Keeping accounts : 

Earning and saving money — preparatory step to 
vocational guidance 

2. Playing bank 

3. Drawing to scale 

4. Collecting and making problems from business 

5. Finding per cents: 

a. Attendance 

b. Of accuracy in arithmetic 

c. Of germination in seeds, etc. 

6. Estimating areas 

Seventh and Eighth Grades 

1. Dramatization of banking 

2. Excursions to offices and business houses : 

a. Bank 

b. Collector's office 

c. Treasurer's office 

d. Lumber yard 

e. Shipping stations — harbor 

f. Department store 



28 MINIMUM COURSE OF STUDY 

3. Making and solving problems from newspaper quotations 

4. Making and solving civic and business problems: 

a. Labor activities 

b. Saving and investing 

c. Industrial problems 

5. Domestic problems: 

a. Marketing and shopping 

b. Household accounts 

c. Family budgets 

6. Measurements 

A Brief History of Minimum Essentials in Arithmetic 

Through a brief review of the literature on minimum 
essentials in arithmetic one finds that the method of deter- 
mining what shall be taught has been, first, a study of 
what numbering was being used in the business and social 
world, followed by an elimination of all other material from 
the school work. While this process of elimination has been 
going on since the eighteenth century, it is only within 
recent years that the public has concerned itself with the 
vital question, "What is essential?" Warren Colburn, the 
great reformer in arithmetic in America, led the way when, 
in 1819, he pointed out the fallacy of wasting time with the 
mass of useless material in arithmetic and thereby neglecting 
the real purpose of the study. 

Following Colburn little was done in the way of elimi- 
nation until 1887, when President Francis A. Walker con- 
ducted a campaign in the Boston schools which resulted in an 
order by the School Committee that the following subjects 
should be droped from the course of study : 

1. Mensuration of the unusual surfaces and solids 

2. Compound proportion 

3. Compound interest 



ARITHMETIC 29 

4. Equation of payments 

5. Exchange 

6. Metric system 

7. Compound partnership 

With the beginning of the twentieth century a great re- 
form in education was started in an effort to economize 
time in education. To quote H. B. Wilson, "The chief 
initial impetus toward the movement for economizing time 
in education, probably antedating somewhat the attack 
on the problem by the National Council, was given by the 
late President William R. Harper of the University of Chi- 
cago before a notable gathering at the University in the 
autumn of 1902, where he read a brief paper proposing a 
scheme for saving two years of time in the completion of a 
college course." Out of this question of economy of time 
has grown perhaps a more vital question of what is worth 
knowing. 

In 1903, C. W. Stone sent out a questionnaire to the busi- 
ness men of Indianapolis, asking their opinions on the utili- 
tarian value of the various subjects taught in arithmetic. 
The replies indicated that certain topics had absolutely no 
utilitarian value. 

In an address on What Omissions Are Advisable in the 
Present Course of Study, and What Should Be the Basis for 
These, delivered before the National Department of Sup- 
erintendence in 1904, Dr. Frank McMurry recommended 
that the following topics be eliminated from arithmetic: 

1. Apothecaries' weight 

2. Troy weight 

3. Examples in longitude and time, except the very simplest 

4. The furlong in linear measure 

5. The rood in square measure 

6. The dram and the quart in avoirdupois weight 



30 MINIMUM COURSE OF STUDY 

7. The surveyors' table 

8. Table on folding of paper 

9. All problems in reduction, ascending and 'descending, 

involving more than two steps 

10. The Greatest Common Divisor, as a separate topic, but 

not practice in detecting divisibility by 2, 3, 5, and 10 

11. All common fractions except those of a very low denom- 

ination and customary in business 

12. All work with the Least Common Multiple except of 

such very low denominations as those just mentioned 

13. Complex and compound fractions 

14. Compound proportion 

15. Percentage as a separate topic, with its cases 

16. True discount 

17. Most problems in compound interest, and all in annual 

interest 

18. Problems in partial payments except those of a very 

simple kind 

19. The same for commission and brokerage; for example, 

all problems involving fractions of shares 

20. Profit and Loss as a special topic 

21 . Equation of payments — made unnecessary by improved 

banking facilities 

22. Partnership — made unnecessary, in the old sense, by 

stock companies 

23. Cube root 

24. All algebra, except such simple use of the equation as is 

directly helpful in arithmetic and in other subjects in 
the school life of the pupil 

"In addition to all of these, arithmetic may be omitted 
as a separate study throughout the first year of school on the 
ground that there is no need of it if the number work inci- 
dentally called for in other work is properly attended to." 



ARITHMETIC 31 

As a direct outgrowth of this discussion there followed 
much investigative work along the line of essentials in arith- 
metic. 

In a report by G. M. Wilson in 1909 on a A Survey of the 
Social and Business Use of Arithmetic," published in the 
Sixteenth Yearbook of the National Society for the Study of 
Education, we read: 

In connection with the working out of a course of study in arithmetic 
at Connersville, Indiana, a few years ago, an attempt was made to get 
the judgment of the business community on a number of arithmetic 
topics. As a result of this cooperation, the business men of the city 
voted to omit the following topics from the arithmetic course: 

1. Troy weight 

2. Apothecaries' weight 

3. Longitude and time 

4. The surveyors' table 

5. Greatest Common Divisor 

6. Least Common Multiple 

7. Complex fractions 

8. Cube root 

9. Compound fractions 

10. Foreign exchange 

11. Compound proportion 

12. True discount 

13. Cases 2 and 3 in percentage 

14. Compound interest 

15. Partial payments 

16. Partnership 

This same business community, through its merchants, bankers and 
factory superintendents, expressed itself in favor of more attention in 
the public schools to the following topics (which were submitted to them 
in this form) : 

1. Saving and loaning money 

2. Mortgages 

3. Modern banking methods 

4. Building and loan associations 

5. Keeping simple accounts 

6. Investing money 



32 MINIMUM COURSE OF STUDY 

7. Bonds as investments 

8. Real estate as investments 

9. Marks of a good investment. (It is estimated that the get-rich- 

quick concerns fleece the American people out of $60,000,000 a 
year) 

10. Taxes, levies, public expenditures 

11. Profits in different lines of business 

12. Life insurance as protection and investment 

The Baltimore School Committee in 1911 also gave con- 
siderable attention as to time expenditure and topical empha- 
sis in arithmetic. Up to this time we find that many states 
had made eliminations. 

The American Committee No. 1 of the International 
Committee on the Teaching of Mathematics reported in 
1911 on mathematics in the elementary schools. Through its 
investigation it found that there was a great pressure to 
simplify the course (1) by using smaller numbers in the work 
in arithmetic, (2) by eliminating topics that are unduly 
confusing, (3) by eliminating obsolete problem material, 
topics, and processes. 

A few years later the public schools of Connersville, 
Indiana, sought the assistance of the business men of the 
community in an attempt to determine the essentials in 
arithmetic. A course of study was made, based upon the 
reports of this investigation. This Connersville course in 
arithmetic became a subject of study and criticism by Dr. 
Jessup in the University of Iowa and by Dr. CorTman at the 
University of Illinois. They conceived the idea of continuing 
the study of eliminations and enrichment through the super- 
intendents of all cities of the United States with a population 
of 4,000 and over. 

From a study of the reports received from the super- 
intendents Dr. Jessup recommended: 

First : The elimination of the following topics from the 
elementary course of study : 



ARITHMETIC 33 

1. Apothecaries' weight 

2. Alligation 

3. Aliquot parts 

4. Annual interest 

5. Cube root 

6. Cases in percentage 

7. Compound and complex fractions of more than two 

digits 

8. Compound proportion 

9. Dram 

10. Foreign money 

11. Folding paper 

12. The long method of Greatest Common Divisor 

13. Longitude and time 

14. Least Common Multiple 

15. Metric system 

16. Progression 

17. Quarter in avoirdupois table 

18. Reduction of more than two steps 

19. Troy weight 

20. True discount 

21. Unreal fractions 

(Chart, p. 119, Fourteenth Yearbook) 

Second: That more attention be given to the following 
topics: 

1. Addition 

2. Subtraction 

3. Multiplication 

4. Division of whole numbers and fractions 

5. Saving money 

6. Public utilities 

7. Public expenditures 



34 MINIMUM COURSE OF STUDY 

8. Insurance 

9. Taxes 

10. Percentage 

11. Profit 

12. Building and loan 

13. Investments 

14. Interest 

15. Banking 

16. Borrowing 

17. Levies 

18. Stocks and bonds 

The more recent writers on the teaching of arithmetic 
suggest many eliminations that more time may be given to 
the essentials. In Brown and Coffman's How To Teach 
Arithmetic, published in 1914, the following eliminations are 
recommended : 

1. Greatest Common Divisor 

2. Least Common Multiple 

3. All obsolete tables in denomination numbers and all 

tables that are of use to the specialist only 

4. Long or unnecessary reductions 

5. Circulating decimals 

6. All applications of percentage that do not conform to 

present-day practices 

7. True discount 

8. Equation of payments 

9. Cube root 

10. Progression 

11. Compound proportion 

12. Problems which require long and involved solutions 

13. All fractions except those used in everyday business life: 

a. Long fractions 

b. Complex fractions 



ARITHMETIC 35 

14. Partial payments 

15. All topics which time or changed social conditions have 

rendered obsolete 

In 1915 the Committee on Eliminations of the Iowa State 
Teachers' Association recommended the elimination of 
obsolete and useless topics and material from the common 
branches. A second report of a more positive program was 
made in 1916 in which it was recommended that the following 
eliminations be made in arithmetic: 

1. Long method of Greatest Common Divisor 

2. Most of Least Common Multiple 

3. Long confusing problems in common fractions 

4. Long method of division of fractions. (Always invert 

and multiply) 

5. Complex and compound fractions 

6. Apothecaries' weight, troy weight, the furlong in long 

measure, the rood in square measure, dram and quarter 
in avoirdupois weight, the surveyors' table, the table 
of folding paper, tables of foreign money, all reduction 
of more than two steps 

7. Most of longitude and time 

8. Cases in percentage. (Make one case by using X and 

the equation) 

9. True discount 

10. Most of compound and annual interest 

11. Partial payments, except the simplest 

12. Profit and loss as a separate topic 

13. Partnership 

14. Cube root 

David Eugene Smith in a chapter on " Arithmetic" in 
Teaching Elementary School Subjects by L. W. Rapeer and 
Others, recommends that we consider relative values in 
arithmetic. He would eliminate fractions with large de- 



36 MINIMUM COURSE OF STUDY 

nominators, division of a fraction by a fraction, and the 
multiplication of a fraction by a fraction, also cases in per- 
centage and such other subject matter as is found to be of 
little value in the business world: square and cube root, 
progression, equation of payments, proportion. 

George Herbert Betts in his Class-Room Method and 
Management, published in 1917, says: 

The main purpose in arithmetic is concrete, direct, practical, applied. 
It is the business of arithmetic to enable one to do the ordinary number- 
ing and computing required in the common economic and social rela- 
tions. The knowledge required should be: 

1. How to count objects of all kinds. How to count by naming 

numbers only. How to count by twos, threes, etc. 

2. How to read and write numbers of ten to twelve figures 

3. The tables and processes involved in addition, subtraction, multi- 

plication, and division of whole numbers 

4. Common fractions, and their addition, subtraction, multiplication, 

and division, with the use of such denominators as are commonly 
used in business. A similar knowledge of decimals involving 
up to three places 

5. The common tables and measures employed in the ordinary life 

routine of the average man or woman. These are: measures of 
length, angle, surface, volume and capacity, quantity, weight, 
time, money, value 

6. Our monetary system, denominations, and the various business 

practices involving the use of checks, drafts, notes, mortgages, etc. 

7. Percentage, and its simpler applications to practical business uses 

8. Simple mensuration, applied to lines, angles, surfaces, volumes 

Attitudes to be developed: 

1. A tendency not to be satisfied with guessing or approximating, 

but to insist on finding out through the use of figures on all 
essential matters involving numerical values 

2. Standards of business accuracy that will result in the keeping of 

an accurate account of all personal or household receipts and 
expenditures. This will make possible a proper adjustment of 
expenditure to income, and also a right balance among the differ- 
ent objects for which money is spent 



ARITHMETIC 37 

3. Unwillingness to rely on general estimate or rough approximations 

with reference to projects planned, as improving a home or a 
farm, taking a trip, investing in an automobile, etc. 

4. Insistence on detailed and accurately kept records of profits or 

losses from the different enterprises of farm, shop, or business 

5. The development of such a sense of values and the inevitable logic 

of figures as will render one proof against the get-rich-quick 
schemes planned by unscrupulous promoters to catch those who, 
through ignorance of business, believe wealth to be attained by 
some kind of magic 

6. A sense of pleasure and satisfaction in the use of figures and in the 

certainty which comes from their wise application to one's 
affairs 

J. C. Stone in his book on The Teaching of Arithmetic 
describes the aim of arithmetic "practical," and then outlines 
as. practical the following: 

1. Efficiency in computation 

2. A social insight into business and industrial practices that will 

enable one to interpret references to such practices met in general 
reading or in social and business intercourse 

3. Power to express and interpret the numerical expressions of the 

quantitative relations that come within our experience 

4. The habit of seeing such relations, particularly those that are 

vital to our welfare 

While to a degree these four abilities are of importance 
to all, their values vary with the different users of the 
subject. 

In this same book Mr. Stone also recommends the elimina- 
tion of: 

1. Greatest Common Divisor 

2. Addition and subtraction of fractions with large or 

unusual denominators 

3. Least Common Multiple 

4. The more complex forms of complex fractions 

5. Obsolete tables and those used in specialized vocations 

6. Impractical reductions in denominate numbers 



38 MINIMUM COURSE OF STUDY 

7. Addition, subtraction, multiplication, and division of 

compound denominate numbers 

8. The present type of inverse problems in fractions and 

percentage 

9. The various short methods of finding interest 

10. All inverse problems of interest 

11. Partial payments 

12. Annual interest 

13. Undue emphasis upon the discounting of interest- 

bearing notes 

14. True discount 

15. Partnership 

16. Proportion as a general method of solving problems 

17. Foreign and domestic exchange 

18. The measurement of uncommon areas and volumes 

19. Square root and the Pythagorean Theorem 

20. The metric system 

Professor J. L. Meriam of the University of Missouri 
has done much, perhaps more than any other educator, to 
reduce arithmetic to its minimum essentials by having the 
pupils in his school do whatever in life belongs to them to do. 
Through this doing they learn to handle the arithmetical 
processes. 

From this brief review, it is seen that all writers on the 
subject of arithmetic and many leading educators, super- 
intendents, and teachers are agreed on the aim in arithmetic 
and are attempting through many lines of research to find 
just what should constitute a practical course in this subject. 

Bibliography of Minimum Essentials and Eliminations 

in Arithmetic 

Ayres, Leonard P. — "Eliminations of Unprofitable Subject Matter"; 

National Education Association Report, 243, 244. 1913. 
Baltimore County Course of Study, 261, 329. 1919. 



ARITHMETIC 39 

Betts, G. H. — Class Room Method and Management, 229, 230. 1917. 
Breslich, E. R. — "Supervised Study as a Means of Providing Supple- 
mentary Individual Instruction, Mathematics"; Thirteenth Yearbook 
of the National Society for the Study of Education, 32-73. 1914. 
Brown, J. C, and Coffman, L. D. — How to Teach Arithmetic, 115, 

120, 180, 185, 186, 210, 276, 290, 354, 356. 1914. 
Cajori, F. — A History of Elementary Mathematics, 215, 219. 1917. 
Camerer, Alice — "What Should be the Minimum Information 
about Banking"; Seventeenth Yearbook of the National Society for 
the Study of Education, 18, 27. 1918. 
Charters, W. W. — Teaching the Common Branches. 1913. 
Chase, H. J. — "Geometry in Elementary Schools"; Elementary 

School Teacher, 597, 602. 1908. 
Chase, Sara E. — "Waste in Arithmetic"; Teachers College Record, 

360, 370. 1917. 
Collins, Joseph V. — "The Superintendent and the Course in Arith- 
metic"; Educational Review, XXVII, 83, 89. 
Dewey, John — "Shortening the Years of Elementary Schooling"; 
School Review, January, 1903. 
Schools of Tomorrow. 1915. 
Democracy and Education. 1916. 
Gault, F. B. — "Arithmetical Progression"; Education, XX, 295, 

297. 
Greenwood, J. M. — "Evolution of Arithmetic in the United States"; 

Education, XX, 193-201. 
Hart, Walter W. — "Community Arithmetic"; Elementary School 

Teacher, 285, 295. 1911. 
Jesstjp, W. A. — "Current Practices and Standards in Arithmetic"; 
Fourteenth Yearbook of the National Society for the Study of Education, 
116, 130. 1915. 

"Economy of Time in Arithmetic"; Elementary School Teacher, 

XIV, 461-476. 
"Standards and Current Practices"; School and Society, July 24, 
1915. 
Jesstjp, W. A., and Coffman, L. D. — The Supervision of Arithmetic. 

1916. 
McMurry, Frank M. — Elementary School Standards, 115, 119, 167. 
1913. 
"The Uniform Minimum Curriculum with Uniform Examina- 
tions"; Addresses and Proceedings of the National Education 
Association, 131, 148. 1913. 



40 MINIMUM COURSE OF STUDY 

Mitchell, A. E. — "Some Social Demands of the Course of Study 
in Arithmetic"; Seventeenth Yearbook of the National Society for the 
Study of Education, 7, 18. 1918. 
Monroe, W. S. — "Analysis of Colburn's Arithmetics IV and V"; 
Elementary School Teacher, XIII, 239, 294. 

"A Preliminary Report of An Investigation of the Economy of 
Time in Arithmetic"; Sixteenth Yearbook of the National Society 
for the Study of Education, 111, 127. 1917. 
"Warren Colburn on the Teaching of Arithmetic together with an 
Analysis of his Arithmetic Texts"; Elementary School Teacher, 
XII, 421. 
Moore, E. C. — "Does the Study of Mathematics Train the Mind 
Specifically or Universally? A Reply to a Reply"; School and 
Society, VII, 754, 764. 1918. 

"Mathematics and Formal Discipline"; School and Society, VII, 

137, 140. 1918. 

Morrison, H. C. — "Reconstructed Mathematics in the High School; 

the Adaptation of Instruction to the Needs, Interests, and Capacities 

of Students"; Thirteenth Yearbook of the National Society for the 

Study of Education, 9, 32. 1914. 

Packard, John C. — "Mathematics and Physics in Secondary Schools" ; 

School Review, II. 
Reeve, W. D. — "Unification of Mathematics in the High School"; 

School and Society, IV, 203, 212. 1916. 
Rice, J. M. — "Essentials in Elementary Education"; Forum, XXII, 

538, 546. 1897. 
Rugg, H. O. — Scientific Method in the Reconstruction of Ninth Grade 

Mathematics. 1917. 
Schorling, R. — "Significant Movements in Secondary Mathemat- 
ics"; Teachers College Record, 438, 457. 1917. 
Smith, Arthur G. — "The Teaching of Arithmetic"; School Science 

and Mathematics, XII, 457, 460. 1912. 
Smith, David E. — "Mathematics in the Training for Citizenship"; 
Teachers College Record, 211-225. 1917. 

"Arithmetic for Schools" (a book review); School Review, VIII, 49. 

1900. 
"Arithmetic"; Teaching Elementary School Subjects (edited by 
Rapeer), IX, X, 207, 252. 1917. 
Stone, C. W. — "Arithmetic Considered as a Utilitarian Subject. 
What Should be the Course of Study?"; Elementally School 
Teacher, 533, 542. 1903. 



ARITHMETIC 41 

Stone, J. C. — "The Modernization of Arithmetic"; New Jersey State 
Teachers' Association Report. 1912. 

"The Modernization of Arithmetic"; Journal of Education, 

LXXVIII, 541, 542, 548, 549. 
The Teaching of Arithmetic. 1918. 
Strachan, James — Mathematics - The New Teaching (edited by John 

Adams), 195. 1918. 
Thompson, T. E. — "Teaching and Testing the Teaching of Essen- 
tials"; National Education Association Report, 56, 57. 1913. 
Wilson, G. M. — "A Survey of the Social and Business Use of Arith- 
metic"; Sixteenth Yearbook of the National Society for the Study of 
Education, 128, 142. 1917. 
Wilson, H. B., and Wilson, G. M. — Motivation of School Work, 158, 
370, 451. 1916. 

Iowa State Teachers' Association Bulletin. 1915; 1916. 
"Mathematics"; Fifteenth Yearbook of the National Society for 

the Study of Education, Part III, 65, 67. 1917. 
Minnesota Educational Association Report. 1914. 



ART 

The Committee on Minimum Essentials in the teaching of 
Art is offering a suggestive outline rather than a course of 
study. Its hope is not so much to suggest new problems 
as to vitalize with new purpose those now being used. 

The ideal of the art teacher too often has been to obtain 
a uniform result. To this end lessons have been dictated 
until all individuality and initiative on the part of the student 
have disappeared. Against such teaching the Committee 
protests. 

We also protest against the teaching which would let the 
pupil do whatever he pleases with no directed effort and no 
goal to reach. We believe that art springs from joy and that 
the art lesson should give opportunity for the child's expres- 
sion of his own feeling. The result, however crude, if his 
own, is of far greater value than an effort dictated by another. 
This does not mean, however, that copying should never 
be done. On the contrary, a very good way to develop fine 
feeling and good taste is to copy something fine, trying to see 
and to express in one's own work the special excellence of the 
original. In this way the old masters worked; in this way 
the modern student gains insight and power. By means of 
illustrative material, such as photographs, prints, textiles, 
etc., by comparison and individual choice, his taste and power 
to express will be developed. 

The Committee feels that design is the basis of all art 
expression and for that reason would give time to its study 
in all the grades. The constant necessity for choice and the 
attempt to make an orderly arrangement and harmonious 

42 



ART 43 

relation of lines, spaces, and colors develop appreciation and 
good taste. 

Good taste should express itself in daily life. Therefore, 
we have made art study relate as closely as may be to the 
life interests of the students. We would emphasize, how- 
ever, that good taste must be developed before it can 
be applied. 

The following outline is suggested as being comprehensive 
enough to fit any kind of school in any place. It is based 
on the study of the elements of art and art structure as ex- 
pressed in proportion, subordination, rhythm, dark-and- 
light, and color. 

Definitions 

"Art is the expression of an idea in a fine way." — A. W. 
Dow. 

In space art, the expression is by means of harmonious line, 
dark-and-light, and color. 

By design, we mean the harmonious arrangement of line, 
dark-and-light, and color. 

Why Should Art Be Taught in the Public Schools of the 

United States? 

1. To develop appreciation for and joy in beautiful things: 

a. In nature 

b. In the works of man in all ages and countries 

2. To stimulate the demand for better design and color in: 

a. The home 

b. Dress 

c. Civic problems 

d. Manufactured articles 

e. Commercial art 

3. To develop ability to express one's ideas in visible form 



44 MINIMUM COURSE OF STUDY 

What Shall We Teach? 

The harmonious arrangement of line, dark-and-ligbt, and 
color, as applied to: 

1. Design in: 

a. The home — problems -developing good taste in 

choice of: 

(1) Floor covering 

(2) Wall decorations 

(3) Draperies 

(4) Furniture 

(5) Details such as fixtures, pottery, pillows, 

flower arrangement, picture hanging, ar- 
ranging rugs on the floor 

b. Dress — problems developing good taste in choice 

of: 

(1) Gowns 

(2) Wraps 

(3) Hats 

(4) Shoes, gloves, etc. 

(5) Hair arrangement 

(6) Jewelry, etc. 

c. Civic problems — developing: 

(1) Appreciation of architecture in relation to 

civic needs 

(2) Good taste or appreciation of beauty in: 

city plans, streets, buildings, parks — de- 
tails such as lamp posts, trees, paths and 
shrubbery, flower combinations 

d. Manufactured articles — developing appreciation 

for beauty in: 

(1) Utensils 

(2) Fixtures 

(3) Textiles 



ART 45 

e. Commercial art — problems developing apprecia- 
tion in posters, book covers, advertising cards, 
booklets, etc. 

2. Illustration — subject matter related to* 

a. Literature 

b. History 

c. Patriotic themes, etc. 

3. Representative drawing: 

a. Problems developing appreciation of beautiful 

form, tone, and color in: 

(1) Nature 

(2) Objects 

b. The ability to express form with character and with 

power 

c. Study of perspective in upper grades 

4. Picture study: 

a. Good illustrations to be chosen when lesson is given 

b. Certain pictures to be shown in each grade that 

the children may become acquainted with the 
world's best art 

c. Definite art talks to be given in intermediate school 

to develop standards of judgment and to give 
some knowledge of the growth of art 

How to Teach 

1. Through discussion and comparison to develop apprecia 

tion and good taste in making choices: 

a. By excursions to stores 

b. By use of photographs, prints, objects, textiles 

and nature material 

c. By demonstration 

2. Through arrangement and variation of given forms 

3. By means of original designs and drawings 



46 MINIMUM COURSE OF STUDY 

Under the subject of Design (see above) some phase 
of (a) and (b) might be given in each grade; (c) and (d) 
would apply to the sixth grade and above, (c), in simple 
form, might be given in each grade. 

The possibilities range from a very simple book cover in 
the lower grades to a poster of commercial value in the eighth 
grade. 

Illustration in the lower grades is picture writing rather 
than art but is important as giving opportunity for the 
exercise of imagination and invention. It is possible to build 
on this free expression and, by comparison with artistic 
illustrations and the study of art structure, to obtain, in the 
upper grades, composition having art quality. 

Much of the free illustrative work might be done in the 
history and literature classes. 

Representative drawing is related to art as spelling is 
related to literature. It is valuable not for itself but as a 
means for the expression of beautiful ideas. 

Since the purpose of art teaching in the public schools is 
to develop appreciation of beautiful things as well as good 
taste in the choices that daily life demands, the subject 
matter of study would seem to be the elements of art and art 
structure rather than the concrete things which illustrate 
them. If one is trying to develop a sense of orderly arrange- 
ment and good spacing, it matters not at all whether it is 
done by means of a border design for a geography note book, 
by means of a wood-block pattern to be stamped on cloth, 
or by means of a design for a chest to be made in the wood 
shop; for each of these, the important thing is a sense of 
orderly arrangement and good spacing. For this reason 
our outline should be read with the understanding that the 
actual problems suggested are typical of many just as good 
and with the realization that behind each problem suggested 
is the definite aim to develop a specific thing. 



ART 47 

Sufficient exercises in space arrangement (whether applied 
or not) should be given each year to develop a sense of good 
proportion and a feeling for good design. 

The study of proportion and arrangement begins in the 
first grade or kindergarten in the simple problems connected 
with the doll's house. Similar problems may be studied 
with more insight and appreciation in the upper grades when 
the pupils make plans for bungalows or apartments or study 
color schemes suitable for their own individual rooms. 

The study of color applied to dress begins with the doll's 
dress, but leads, by helpful problems in each grade, to the 
ability to select a suitable style, material, and color for one's 
own or another's garments. 

Method 

It will be noted that the purpose of art teaching, as here 
suggested, is not primarily to teach the pupil to draw (how- 
ever important that may be) but to teach him to think, 
to exercise his judgment, to enjoy, and to express his enjoy- 
ment along art lines in an original way. 

In the development of appreciation it is necessary that the 
pupil should make his own choices, modified by comparison 
with fine examples and by the teacher's choice. Each prob- 
lem should challenge the thought of the pupil. 

The province of the teacher is to set problems, to judge, to 
advise, to arouse enthusiasm for the work, and to keep himself 
in the background. 

In the lower grades our purpose is to develop joy in beauti- 
ful form, color, and arrangement; orderly thinking in design; 
and the expression of action and proportion in drawing 
rather than technique as such. 

It is expected that each grade will show progress over the 
preceding grade in art appreciation and in power of expres- 
sion. In the lower grades, form may be expressed by means 



48 MINIMUM COURSE OF STUDY 

of paper and scissors, crayola, and chalks, the study of mass 
being less difficult for little children than the study of line. 
Clear thinking along art lines, definite observation, good 
judgment, good taste, and skill in art expression should be 
advanced by the right kind of study. 

It is surprising how much can be done to develop good taste 
by becoming familiar with good things. This can be done 
by trips to museums where this is possible; by carefully 
planned trips to stores, followed by a review of the points 
studied; by loan exhibitions and by study of photographs 
and other reproductions, textiles, pottery, etc. 

A good way to develop invention and ability to design is 
to begin with a simple textile pattern and to make vari- 
ations of it, thereby realizing that the beauty (the rare quality 
of the design) depends upon the relation of spaces and the 
massing of dark-and-light. A student should learn to see a 
design or drawing as a whole and should learn to draw the 
important thing, putting the less important things in their 
places. Each line, spot, or space must be considered in its 
relation to some other line, spot, or space and must not 
be drawn as a thing by itself. 

Things necessary to make an art lesson a success: 

a. Definite aim 

b. Every detail planned 

c. Presentation that will interest the class 

d. Organization of material 

e. Enthusiasm, alertness, promptness, patience 

f . Relation of lesson to former experience 

g. Criticism, summary, or application 

Since this method of study requires illustrations, the fol- 
lowing suggestions are made to help in starting an equipment 
in schools where there is no pictorial equipment: 

a. Most county libraries will supply needed books 
and pictures upon application. 



ART 49 

b. Very good illustrations may be found in old maga- 

zines such as Scribner's, The Century, and Har- 
per's, which may be purchased at second-hand 
bookstores at reasonable cost. 

c. Catalogues of furniture houses, rug shops, etc., may 

be obtained and found very useful. 

d. Advertisements in magazines and papers will often 

reveal helpful material. 

e. One who is skillful in its use may find the camera a 

great help ; small pictures may be enlarged. 

f . The Perry Picture Company, the University Travel 

Bureau, and other print houses furnish, at small 
cost, reproductions of old masterpieces and 
modern works of art. 

g. The drawing books in common use have material 

helpful for reference, 
h. In The School Arts Magazine will be found many 

helpful suggestions. 
i. Much nature material furnishes suggestions for 

design and color. 

Things to remember: 

a. Since design is based upon harmonious relations 

of spaces, spots, and lines, it applies to landscape 
as truly as to lace. Learn to see "pattern" in 
landscape. 

b. Movable material such as cut paper is best to help 

the student to gain a feeling for design because 
it may be shifted about easily and the changes 
noted. 

c. Students should make up their own minds about a 

work of art before the teacher expresses an 
opinion. 



50 MINIMUM COURSE OF STUDY 

Standards 

Absolute standards in art study have not yet been attained, 
but it is possible to test appreciation in many ways as, for 
instance, to show the student several reproductions of pictures 
varying in artistic merit. Have him place these in three 
groups according to his judgment of their merit. He might 
be asked to judge them for different points such as beauty of 
proportion, rhythm, subordination, beauty of color, or dark- 
and-light. From a number of rugs or pictures he might 
make choices. Arrangement of flowers, choice of costume, 
color schemes, and numberless other tests would give an idea 
of the student's appreciation. 

Perhaps the most detailed tests of appreciation which have 
been printed may be found in The Elementary School Journal, 
Vol. XX, pp. 33-46 and 95-105, an article which is now 
published by The Prang Company, Chicago. It is entitled 
"Empirical Study of Pupil Ability in Public School Art 
Courses. " The author is W. G. Whitford, School of Educa- 
tion, University of Chicago. 

Mr. Whitford gives as art aims or objectives: 

1. The ability to recognize and appreciate art quality. 

2. The ability to draw or describe things graphically. 

He presents two tests, one for appreciation and one for 
drawing. His conclusions are, in brief, that color ability is 
the most difficult to impart, with pictorial and decorative 
composition and perspective coming next. Proportion and 
spacing, refinement of line and form, rhythm, and harmony 
and expression of line are phases of art that can be developed 
with no great difficulty. 

Appreciation, he feels, develops first. Sensitiveness to 
fine spacing, refinement of curves, and proportion develops 
before the ability to draw correctly. 



ART 51 

For Standards of Attainment also see Report of Progress, 
Duluth Public Schools, 1919. 

Other attempts have been made to organize art teaching 
and to eliminate non-essentials. The chief difference be- 
tween the attempt of our Committee and that of others lies 
in the point of emphasis. 

The report of the Committee, of which Mr. Bailey is 
chairman, is based quite frankly upon prevailing methods 
which have been used for twenty-five years. The plan of 
procedure is first to collect source material, then study nature, 
then draw and design. Nature is looked upon as the basis 
and the inspiration of art work. 

In the Baltimore report more emphasis is placed on draw- 
ing than on design and the design suggested does not seem to 
go back to fundamentals but to the placing of objects in a 
space rather than the study of space relations. The section 
entitled "Drawing and Industrial Art," in the Report of 
Progress, Duluth Public Schools, 1919, is full of interest and 
suggestion. It is much more detailed than ours could be. The 
art work in the Duluth report is based on the needs arising 
from the projects in connection with the study of industries. 

Much emphasis is placed on illustration, design, and 
picture study, with sufficient emphasis upon drawing and 
modelling to enable the pupils to draw and to make objects 
needed in their study. 

An especial excellence of the course of study there presented 
is the tabulation, at the end of each section, of standard of 
attainment. 

See also The Elementary School Journal, Vol. XVI, 
April, May, and June, 1916, and Vol. XVII, September, 
1916, for "Course of Study in Drawing in the Elementary 
School of Education, University of Chicago." 

In our attempt the aim has been to teach the pupil to think 
in terms of art structure and to help him gain appreciation 



52 



MINIMUM COURSE OF STUDY 



and power by means of the study of proportion, subordina- 
tion, and rhythm. This study is essential because it gives the 
pupil ability to judge for himself, to appreciate harmonies 
of line, masses, and colors, and because it develops power to 
express his own individual sense of beauty and to apply it to 
daily needs. 

The value of the outline we present will depend largely 
upon the teacher using it. It may be used where work springs 
from projects, and we hope that the grade teacher will find 
it of value in relation to the general subjects of the course. 

In succeeding pages the three helps indicated below are 
presented : 

1. A table suggesting a few problems and methods of 

presenting them. Any problem may be thus classified. 

2. A table showing progress in the treatment of various 

subjects throughout the grades. 

3. An outline on picture study, prepared by Nellie Hunt- 

ington Gere. 

TABLE I 

SUGGESTED HOUSEHOLD PROBLEMS SHOWING SOME METHODS OF 
PRESENTING THEM 



A 


B 


C 


Aims 


Problems 


Method 


I. 

Appreciation of con- 
venient arrange- 
ment of home 


Doll's House 
1. 

Arrangement of house 


Materials 
I. 
Cardboard boxes of 
different sizes and 
shapes 


Procedure 
I. 

Choose boxes of different sizes 
and shapes to represent differ- 
ent rooms in the home. Ar- 
range for floor plan of bungalow 
or apartment. Best arrange- 
ment might be carried out in 
large pasteboard or wooden box 
with partitions. 


11. 

Appreciation of well 
kept lawns. Ar- 
rangement of shrubs. 
Development of civ- 
ic pride 


II. 

House in relation to 
surroundings 


II. 

Sand table, trees, 
small plants, house, 
gravel, etc. 


II. 

On sand table arrange the house, 
make paths, plant trees, 
shrubs, lawn, etc. 



TABLE I — Continued 



A 


B 


C 


Aims 


Problems 


Method 




Doll's House 


Materials 


Procedure 


III. 


III. 


III. 


III. 


Demand for suitable 


Color scheme of 


Paper or paints 


Choose from samples', papers ap- 


and harmonious 


house: 




propriate for walls, or choose 


wall coverings, con- 


a. inside 




colors and paint paper. If pos- 
sible, let children paint outside 


sidering color and 


b. outside 




pattern 






of house. 


IV. 


IV. 


IV. 


IV. 


Demand for rugs with 


Design rug. Choice 


Paper and crayola. 


Design rug: 


fewer surface de- 


and arrangement 


Prints of rugs 


Suitable size. Suitable color. 


signs. Appreciation 


of rugs on floor 


which have been 


This might be woven. Choose 


of order 




cut from adver- 


colors in harmony with room. 






tisements. Color 


Tone with crayola. Have a rug 
store and have pupils buy a rug 
as mother does for the home. 
Suitable color and design. Ar- 
range to obtain a restful and 
quiet room. 


V. 


V. 


V. 


V. 


Demand for simple, 


Design chairs, tables; 


Cardboard. Photo- 


Compare and discuss qualities of 


well proportioned 


etc. 


graphs of furniture 


furniture in photographs. Build 


furniture 




cut from furniture 
advertisements 


furniture. 


VI. 


VI. 


VI. 


VI. 


Appreciation and de- 


Design for linoleum 


Dye or paint pads. 


Make .pattern by printing these 


mand for simple sur- 


for kitchen and 


Small w o-o den 


geometric shapes in different 


face patterns 


bathroom 


blocks 


ways. 


VII. 


VII. 


VII, 


VII. 


Appreciation of rest- 


Arrangement of pic- 


Small pictures, 


Arrange and discuss. 


ful arrangement of 


tures on walls 


mounted 




pictures on the wall 








VIII. 


VIII. 


VIII. 


VIII. 


Appreciation of good 


Design or floor plan 


Magazines such as 


Trips when possible to houses 


proportion in rooms. 


of bungalow. De- 


The House Beauti- 


under construction. Study of 


Convenience and 


sign, color schemes 


ful. Paint or make 


house plans in magazines: 


health requirements. 




model with paper, 


1. Consider location of house. 


Demand for proper 




cloth, wood, etc. 


Consider relation of rooms to 


location, ventila- 






each other and to points of 


tion, convenient ar- 






compass. Decide which rooms 


rangement, and 






need the sunshine most. De- 


beauty 






cide on relation of rooms to 
each other. Decide on relative 
sizes and proportions of rooms. 
Draw rough plan, make criti- 
cisms; draw to scale. 

2. Plan openings such as doors 
and windows. Consider light- 
ing, convenience, and appear- 
ance both inside and outside. 

3. Color schemes: Consider room, 
location, use, etc. Choose 
color of woodwork first, then 
of wall and floor coverings. 



_oo-o_-g 



«--£ 



-ti 03 
S 5Q 

3 s 



S o a 



"^ ft 03 

a; m ca 
H es.g 
'co— -*- 1 



o3-p «J 0> 

03 H c< 4j.t*I . 

cS£; -p u Am 



-i-s 02'-+-- GO CQ 

p c3 o- © 

>- --9 . . hn" 







■+= 02 ft-*? 

.SP ° of ^ 

M m o3.g 
p 3 a m 

Sag* 



■+j 03 bfl 

.5 >c ^ 



;ft.-B « 



-O Pi .ft. 



_g-T3 



rP 



03 P M-g g^ 

g.3.5 m3 ft.i 



5 i « § ft 

"" P 4) i 



03" 



S =s -3-° 
1*3 » 5^ p 



H 



l"fc.5P 



e £ s 

- to bD 

.w^gcp 

§-§ oa- 
ts -S " 

00 M P 

to oj O 

« !>=P 



. ih o> bD 
a O aj S 

•>-3 cfl . p 



CM S,Sm 

>>— o g 
_PPh .& ft 
02 



co oS O m -S 

g t- CO _P 

P CO >> 03 03 

b£p-C _. ft 

O P CO bD 

"" ."8.3 

>>03 «.£,£ . 

^^.2^ p 



C-3 

o.2 



.s £ S eg 



0J.2* CD"ST3 



T3 rt 03 co™ 

P-^p.^'S 



< 

o 
o 

EH 
< 



agp 

T3 § * 



.s p p. a 1 

©.P ■+-> co 

o 



t- 2 «^ a 

=S & 

M g 3 O P 

Its fe a 

Jpp.spi 

O.P *-' co f-< 

o 



P 5r! M 

3 03 r- 

3f^ 3 

Q ^ 

. CJ CO 

u 



!S a 






cSW eSCQ bO 
Q 



p-S.s^ b 



p H-s^fm a 



o 



.S 03 



O 



o 



s-s 



o 



s^ 



Ph-pB-S 

^■^■Sp^ 
a g^ o >> 

P +3 ft fc- 

m 



03 

CD 











<7J 










r- 
O 


p-a 


-i 


>> 
T3 

p 


bfi 


IS 

"0 


bJ3 cS 


P 


n 

bJD 

P 


O 
t-t-( 

DQ 


-6. 
p 




>> 







p 














fc! 


-P 


O 


fH 



o 



EM 

02 



o y u bi) bfl 



ft P M 



3. P 



S -TJ 
'ea M o 

ft a © ~ 
il m p 

03 -S M§ 

2 S.S-^3 



.S.P CO- — 



03 03 



CO 03 

— "ft, 



>^.H-^ 



v ' 1 

03 ft-t3 

cS 03 P 

3 b " 



^J c o ^o: (-1 

^m u S .'a 

■ftl^-o^l-i 
p p.S op o-^3 

J/2 



O g'43 

-a "S 03 
T2 eS ih 
_g ft ft 



^1 >>J4 

** •-. 
co . o 

■fat) 



P O CQ 



+3 ft+3 O 



c^pS 



'S.SPg 

CO CO g 
I 03 O 

a o a 

ft P" 03 

^ 3.2^ 

pq 



as 



.a S-p p S >>,o 
'Q s.s 5- * 3 sSg 



■a a 



1 -2 p P. 

-a 3. 



- 03- & =SS 



gw 



* e3^-> 

CO "" ^-.p ^j ^ 

tw.3 3 g si-c P. I 



7 8P»J9 



ps 



>^s 



O co 



b &3S§^>c 
5H §hp ft* 
o ft— < 

O-h cm" <! 

71 apwfl 



a o 
a "s 





777 a P D ^ 



^/ dpOiQ 



S m p 

aj-ag 

2«'C.2 

CO o . § 
03 2, CO ft 

t^a-43 g 
a ° 2— . 

O 



I"*-! 'I 

4 ° 5-^ 
^.2 3 

003 2 .+= 

a^ 2^ s 

O co coP-< eg 

o 



2 8 S 

03 P p--4 a . 

p"P eS eS o „ 

03 > CQ P 03. P 



M 



il "PWfl 



d 



GO 

o 

o 

5S 



a> j^ to 

o 



^3 


•-. ■ 




iD 


id 




& 






0> 










q 





3"p£ 



"^ >> fa 

£? co O 



3"p£ 

o oi (J 

p 






5 8^3 sb-s 



d « a 



.S3 • r3 ^ ' 
CO CD.P © 



"2 &"£ 2 



fa "3 g ^ 

2^"^ a 

u_co la sa 
S . go 

>> S3 ."S fl O 

"2 2 c - «S"o 
CO 



"73 S* & to 

.3 O. CD CO 

g-goS^.S 

j3 p"=5 -*J -)-= CQ O 
1-5 



co HH .-' 
O P p +a <u 

* m'a g 3 

o o « bQ 

>,a a .3^ 

-fa 1 fe -g 

_g 03 « a o 



■-S a-g' 



o a 2"2 UJ 

.S <hH p . 

."SO • o3 «- 
93 >. t3 i o 

&!*f £ O § 

o 



J . p?I^ s 

>> p fl p o3 M 

-5.P 2 o - - 
. ■_ fa J5' a " 



ft 

p * -1 
P o i 



74 apwQ 




ft a* 3 3 o 

w "- 1 03 i_ p 
>> S3 S3 ■!£ 

"S-2 S S3 J 

_S +3 -U.PT3 



a p 

£'fa 
2 ft 

S3 J- <" 
• •— o, 03 



m 



a 



j.S cc 3 03 

1 8 D ft- & S 
g>Q^ & -| a 
"S cs o o £? § 

■£ c3 oPPf^^Q ft 



ta >' 



CCQ.S O 03" 



© -: " *-S 



oj >>. 



ft O 

S— o-a s= 2 ft 

g © a^-^s=- 

O O 03 03 OT M<| 



7/yl »P°^ 



_ • tl h 

2-^ s3 o 

IM "2 *? ° 

S3 03 §-* ° 
.SPm § 03 -g 

a> o bDHH o3 

Q 



o£ 



br 



?- -i— 

CP CO 

-<J O 



^ • 33.-S3 

g a-^^s 
Ss-p . a 



o o. 

O 



O <D 



III A WQ 



53 .P 



| 



03 ra 

-° b 

"CD ft CO 

a s o 

a ° is 



C3 



+? oj 

of" 3 J 

a«e"3 

'fa t> 
J=l « T3 

°Ja 

WW 

S3 __ 

> S3 
's>0 ^ = 
l? S 3 



« a s 

•« * 8 

O ca a 

.5 03 •* 

^ +. ft 

. <&<< 
>m a . . 

fa O CO ** 

I m 

" -h3 

-^ S3 

O OJ 
O CO 



2 -S3 



a^2 .a 

§13 "3 



fa -t 3 03 

^ s a 

s a o 

.-2-2 S 
3 



03 o 



& §c5 

^'■^=1 

-Q o3 rp 

-o "33 & 

g ^ CO 
t- CO o 



8.3 

» 2 

P M J 

p-s g 

CO o3 . fl 

s*gi 

„ p H M 
S 53 £ p 
-° ^3 | tj 03 
S & 'ft jj 

■e-s-s s 

rt ^ P o 

*^ co ^, — • 

a 2 -43 --S 
fa 5 2 



i .2 S 
! > -c 

, "^ -^ 



S 03 2^ 

■£3 o3 • • 



c .2 



•O » B+i 



.2 C3 -S3 
u 1) g 

nj r^ 03 

m t> E-" 



_o3 ft 

"33 oj 

-S3 ?» 

EH ^ 



56 MINIMUM COURSE OF STUDY 

Outline on Picture Study 

Art Appreciation through Picture Study in the Elementary 

School 

These suggestions are offered not only to teachers who 
have had art training, but as a guide to those who have not 
studied art. While they cover only a minimum of accom- 
plishment they point the way to the maximum. 

Our use of the term picture study includes not only the 
consideration of reproductions of paintings, but of architec- 
ture, sculpture, and the crafts. It is possible through these 
pictures to show children how art is related to their everyday 
lives — to their homes, gardens, dress, manufactured articles, 
public buildings and parks, and to certain commercial 
activities. 

Professor Arthur Wesley Dow, of Teachers College, 
Columbia University, says, "Art is a quality imparted to the 
shape, texture, tone, and color of things, a superior quality 
created by the superior craftsman or artist. It is this 
superior quality in looks and workmanship which the world 
regards as precious." 

Many books have been written on picture study, but very 
little has been said on the art of the picture. The popular 
method of judging pictures by their story or by their truth 
to nature is not helpful and leads away from art. Art lies 
primarily in structure. There are three great structural 
elements: line, dark-and-light, and color. We find beauty 
of line in "The First Step," by Millet, also in the "Victory of 
Samothrace" and in the "Parthenon." Fine balance of dark- 
and-light spaces is illustrated in "The Prophets," by Sargent, 
and in "The Presentation in the Temple" by Rembrandt. 

Color harmony is shown in old Chinese and other Oriental 
rugs and embroideries. Jules Guerin's illustrations in 
Hichens' Egypt and Its Monuments are beautiful in color. 



ART 57 

Masterly spacing of lines, of dark-and-light masses, and of 
colors gives fine proportion, as in Giotto's "Tower." Some 
line arrangements give a strong feeling of rhythm, as in 
Botticelli's "Allegory of Spring." The long, beautiful lines 
of the figures are rhythmic. Subordination is expressed 
through both line and dark-and-light in Titian's "Entomb- 
ment." Pictures of the Taj Mahal with its splendid dome 
will illustrate subordination in a different way. 

In works of art which tell a story, the emphasis should 
be placed not upon the story but upon the way in which it is 
told. Four paintings of the "Madonna and Child" are sug- 
gested in our list of pictures. Each one tells the same story, 
but in a different way. The "Madonna of the Chair," by 
Raphael, tells its story through rhythmic lines while the 
"Madonna del Gran' Duca" expresses it through dark-and- 
light arrangement. One picture is composed in a circle, the 
other in a rectangle, but both are fine in design. 

Many works of art which do not tell a story are beautiful. 
For example, study pictures of the "Ducal Palace in Venice," 
or the "Gold Ornaments from Mycenae." 

Works of art which are not true to nature, or which do 
not even suggest nature, may have great beauty. Dulac's 
illustrations for the Arabian Nights and Rackham's for 
Rip Van Winkle are not true to nature, yet they have fine 
art quality. "St. Mark's Cathedral" is beautiful, but does 
not suggest nature. 

Imagination and power of suggestion are far more impor- 
tant in the artist than mere imitation and we should look for 
these larger qualities in his work. 

Pictures have long been used in connection with history, 
geography, nature study, and other subjects to add interest 
and to give information. The practice is always worth 
while when the pictures are well chosen. 

Pictures as inspirational and illustrative material are of 



58 MINIMUM COURSE OF STUDY 

course a necessary part of art lessons. They help to explain 
the problem, show children how masters have worked, and 
are often the means of inspiring original and unusual results. 

Pictures should not be studied for historical sequence, 
as history of art has no place in the elementary school. 

Aim. — With young children picture study should be for 
the joy of getting acquainted with beautiful things. The 
world's masterpieces of art are part of the heritage of every 
child. We take heed as to his food, his clothing, his reading, 
and sometimes to the music he hears, but little thought is 
given to the pictures which surround him and which illustrate 
his books. Frequently even less thought is given to good 
design and color in the decoration and furnishing of the home 
or the school. 

Children are naturally responsive to beauty in works of 
art and in nature, and standards of beauty should be estab- 
lished very early. If this is not definitely planned for, the 
child will get his ideas of art from Sunday newspaper colored 
supplements and from the commonplace things which may 
be a part of his environment. His sensibility is blunted and 
he becomes accustomed to surroundings which lack beauty or 
are positively ugly. His ideals of beauty are mistaken ones. 

Picture study will fulfill its aim if it develops appreciation 
for and joy in the beautiful things of the world. It will 
stimulate the demand not only for better pictures, but 
for greater harmony in the planning and furnishing of the 
home. Through well directed picture study a child will 
gradually develop a more discriminating judgment not only 
in the work that he does, but also in his choice of any object 
which he may purchase. He will become acquainted with 
some of the world's masterpieces in painting, sculpture, 
architecture, book illustration, and craft work. 

Time. — One good picture or series of pictures or one 
beautifully illustrated book presented each month in each 



ART 59 

grade will bring positive results in forming standards and in 
developing appreciation. 

Methods. — How may a teacher untrained in art present 
pictures in a helpful way? First, through her own study of 
the picture or pictures before showing them to the class. 
She should consider whether the art of the picture lies espe- 
cially in its spacing, rhythm of line, subordination, balance of 
dark-and-light, color harmony, or some combination of these 
qualities. Having decided this, she should place the picture 
where it may best be seen by the children. There should be 
in each schoolroom a well lighted space reserved for showing 
the print or prints to be studied. Burlap, bogus paper, or 
any neutral background will set this space apart and help 
to bring out the beauty of the picture. A small print should 
be placed low; as a rule it is better to hang pictures on a level 
with the eyes. 

Pictures are silent teachers and it is much better not to 
talk about them at all than to ask the inane questions usually 
suggested in books on picture study. 

If you are showing a reproduction of Whistler's portrait 
of his mother, be content to tell the children that it is one 
of the most beautiful portraits in the world; the picture will 
do the rest. The children should be told that Whistler 
was one of the greatest of American artists. Some of them 
will remember his name and recognize this portrait through- 
out their lives. They will feel its beauty, although they may 
not be able to say why it is fine. 

We may tell a class about the Metropolitan Museum 'in 
New York City, and about the wonderful collections which it 
houses — paintings, textiles, porcelains, and other forms of 
art. Show them a half-tone or photograph of Mauve's 
beautiful "Autumn" and tell them it is one of the best loved 
paintings in the Metropolitan galleries. Because of then- 
interest in the picture, the children will enjoy learning to 



60 MINIMUM COURSE OF STUDY 

spell the artist's name and will be interested to know that he 
was a Dutch painter of modern times. 

Pictures of Giotto's bell-tower should be shown as perhaps 
the most beautiful tower in the world and the Taj Mahal as 
the most beautiful tomb. Tell the children where these 
buildings are and something about them as an aid to re- 
membrance of the buildings, but especially emphasize their 
great beauty. 

The Woolworth building of New York City is sometimes 
called the "Cathedral of Commerce." It is not only the 
highest office building in the world, but it is a great American 
achievement in architecture and every American child 
should know it and recognize its fineness through the study 
of pictures. Most children know the Woolworth five, ten, 
and fifteen cent stores; they will enjoy the story of Mr. Wool- 
worth's small beginnings and his splendid gift to America and 
to the world. 

By showing books finely illustrated by Guerin, Dulac, 
Wyeth, Bilibin, and others, we may bring to the children the 
best color in modern illustration. 

Through a series of color reproductions of fine old oriental 
rugs, published in The Mentor and in other magazines, we 
may show examples directly related to the home. 

Show all these fine things as beautiful works of art and 
let the children study them silently. Let them express 
themselves afterward. Keep the book where it may be seen 
or leave the pictures up through the month so that the 
children may go back to them many times, thus making 
them their own. In some grades and with some material, a 
twenty-minute period or a half-hour lesson may be profitable; 
but usually, especially with little children, it is better to give 
five minutes and then, after the picture has been hung for a 
week or two, to encourage them to talk about it, and to see 
if they like it better than at first and if they remember the 



ART 61 

name of the artist, the location of the building, or whatever 
fact identifies it as a work of art. Let the children volunteer 
as to why they like a picture rather than force an answer to a 
question. Silent comparison of several pictures and choosing 
the best is a fine way to cultivate the child's judgment, and 
is one way to test his growing appreciation. 

Special Methods. — 1. Dramatization is often helpful 
with little children, when studying pictures like Millet's 
"First Steps" or "The Sower" — it helps to make the chil- 
dren feel the dominant lines and the action of the picture. 

2. Visualizing and drawing from memory. 

3. Painting in ink or cutting in contrasting papers for 
study of balance of masses of dark-and-light. 

4. A skillful teacher may make a simplified outline tracing 
of a fine illustration or design and hectograph copies for 
pupils to color. Limit the children as to the number of dark- 
and-light colors, but leave them free as to the distribution of 
colors. After outlines are colored show pupils the original. 
Their own effort to beautify the design with color will make 
them more keenly appreciative of its beauty and will help 
them to remember the picture. 

The use of outline tracings should not be overdone. 

5. In the upper grades children will become frankly in- 
terested in art qualities and recognize them in examples 
shown. 

6. It will be well to review in each grade some or all of 
the pictures shown in the grade below. In the second grade, 
when the Millet pictures are shown, those of his pictures 
studied in the first grade will be recalled with pleasure. 
Sculpture and architecture are emphasized in the selections 
for the upper grades. In the eighth grade it will be very 
interesting and helpful to review all the buildings studied 
and to help the children to see the distinguishing features of 
each type of architecture. This will encourage greater 



62 MINIMUM COURSE OF STUDY 

breadth of interest and appreciation and will lead toward 
the study of art history. An interesting comparison of cos- 
tumes might form one subject for review of pictures. Many 
other comparisons will suggest themselves to the teacher in 
the way of reviewing. 

7. Scrapbooks for mounting pictures may be made by 
pupils who wish to get their own copies of subjects studied. 
The spacing and mounting of these pictures is an art problem 
in itself, and needs careful supervision. Many children have 
access to other good material, as in old magazines, or they 
may wish to order additional pictures for their books. The 
collecting instinct is turned in this way into worth-while 
channels. 

Lists of Pictures. — Many fine things are omitted from the 
following lists of pictures because there are no satisfactory 
inexpensive reproductions which are easily available. The 
lists are given alphabetically, and not in any prescribed order 
for each grade. In the case of illustrated books, the artist's 
name is given first. 

It is intended that selections be made by the teacher from 
the illustrated book lists to supplement prints and to com- 
plete a series of ten lessons for each grade. 

The Perry, University, and Brown prints differ so widely 
in the same subject that a definite choice as to the best is 
indicated in each case. 

First Grade 

Prints 

Giotto — "St. Francis Preaching to the Birds"; University M 11 

Mauve — "Autumn"; Perry 758 

Millet — "Feeding Her Birds"; Perry 521 

Millet — "The First Step"; Perry 525 

Reynolds — "The Age of Innocence"; University F 44 

Van Dyck — "Baby Stuart"; Perry 648 



ART 63 

Illustrated Books 

Anderson, Anne — "The Old Mother Goose Nursery Rhyme Book" 
Boutet de Monvel, Maurice — "Select Fables from La Fontaine"; 

adapted from the translation of Elizabeth Wright 
Crane, Walter — "Cinderella's Picture Book" 
Le Mair, H. W. — "Children's Corner," by R. H. Elkin 
Rackham, Arthur — "Mother Goose" 

Second Grade 

Prints 

Corot — "Dance of the Nymphs"; Peny 485 

Cuyp — "Portrait of a Child"; Brown 2003 

Maes — "The Spinner"; University D 342 

Manet — "Boy with a Sword"; University E 155 

Millet — "Phoebus and Boreas" (large reproduction of charcoal 

drawing) ; Wm. H. Pierce & Co., Boston 
Millet — "Goose Girl" (tall panel); Wm. H. Pierce & Co., Boston 
Raphael — "Madonna of the Chair"; University C 188 

Illustrated Books 

Dunlap, Hope — "The Pied Piper of Hamelin," by Robert Browning 
Harrison, Florence — "Elfin Song" — A Book of Verses and Picture, 

by Florence Harrison 
Nicholson, Wm. — "The Square Book of Animals" 
Parrish, Maxfield — "Poems of Childhood," by Eugene Field 
Smith, Jessie Wilcox — "Rhymes of Real Children," by Betty Sage 

Third Grade 

Prints 

Corot — "The Lake"; Perry 493 

Guerin — '"The Capitol, Washington" (large color print); Wm. T. 

Shepherd, Evanston, 111. 
Hunt, Wm. Morris — "Tired of Work" (large charcoal reproduction); 

Wm. H. Pierce & Co., Boston 
Millet— "The Gleaners"; Perry 511 
Millet — "The Sower"; Perry 510 
Raphael — "Madonna del Gran' Duca"; University C 149 



64 MINIMUM COURSE OF STUDY 

Robbia, Luca della — "Singing Gallery"; Perry 233, also details, 

Perry 234, and University B 454 
"Taj Mahal"; Mentor, March 1, 1915, also National Geographic 

Magazine, November, 1921 

Illustrated Books 

Crane, Walter — "Wonder Book for Girls and Boys," by Hawthorne 
Dulac, Edmond — "Hans Andersen's Fairy Tales," or "The Sleeping 

Beauty and other Fairy Tales" 
Parrish, Maxfield — "A Wonder Book and Tanglewood Tales,' by 

Hawthorne 
Smith, Jessie Wilcox — "A Child's Book of Stories," selected and 

arranged by Penryhn W. Coussens 

Fourth Grade 

Prints 

"Archer from Temple of iEgina"; University A 82 

Botticelli — "Allegory of Spring"; Perry 265 

Botticelli — "Virgin, Infant Jesus and St. John"; Perry 261 

Corot — "Spring"; Perry 484 

"Gold Ornaments from Mycenae"; University A 9 and A 10 

Guerin — "The White House, Washington," (large color print) 
Guerin — "The Parthenon, Athens" (large color print); Wm. T. Shep- 
herd, Evanston, 111. Also use for study of Parthenon: "Parthenon"; 
Perry 1616; "Detail frieze, the Parthenon"; University A 151 
Maes — "Grace before Meat"; University D 343 

Illustrated Books 

Dulac, Edmond — "Princess Badoura," retold by Hausman 
Enright, Maginel — "Hans Brinker or the Silver Skates," by Mary 

Mapes Dodge 
Guerin, Jules — " Near East, or The Holy Land, " by Robert Hichens 
Park, Carton Moore — "Alphabet of Animals, or Book of Birds" 
Parrish, Maxfield — "The Arabian Nights," edited by Kate Douglas 

Wiggin and Nora A. Smith 

Fifth Grade 
Prints 
"Grave relief of Hegeso"; University A 359 



Guerin — "Washington Monument"; Wm. T. Shepherd, Evanston, 111. 



ART 65 

Hobbema — "Avenue of Trees"; Perry 752 

"Lichfield Cathedral, England"; Perry 1498 

"Niobid Chiaramonti — Vatican, Rome"; University A 221 

Rembrandt — "Presentation in the Temple"; University D 223 

— "St. Mark's and Campanile, Venice"; Perry 1802 and 1810 

"Westminster Abbey, London"; Perry 1485 

Illustrated Books 

Bilibin — "Russian Wonder Tales," by Wheeler 

Bull, Charles Livingston — "The Kindred of The Wild," by C. G. 

Roberts 
Penfield, Edward — "Holland Sketches" 
Rackham, Arthur — "English Fairy Tales," retold by F. A. Steel, 

or "Rip Van Winkle", by Washington Irving 
Lumholtz — "Huichol Indian Design," published by Museum of 

Natural History, New York City 



Sixth Grade 

Prints 

Angelico, Fra — "The Annunciation"; University B 120 

"Cathedral of Pisa," Italy; Perry 1716; or "Cloisters of St. 

Paul Beyond the Walls," Rome; Brown 957 
"Ducal Palace," Venice; Perry 1818 



Harpignies — "Moonrise"; University B 129 

Holbein — ■ "Jane Seymour"; Perry 790 

Langtry, Mary — "Moonlight Street" (large charcoal reproduction); 

Wm. H. Pierce & Co., Boston 
"Temple of Edfou, Egypt"; Perry 1452; and "Portrait of Seti 



I"; University M 115 



Illustrated Books 



Boutet de Monvel — ■ " Joan of Arc" 

Guerin, Jules — "Egypt and Its Monuments," by Robert Hichens 

Nicholson, Wm. — "London Types," "Alphabet," or "Almanack of 

Sports" 
Rackham, Arthur— "The Romance of King Arthur," abridged by 

Pollard 



66 MIMIMUM COURSE OF STUDY 

Seventh Grade 

Prints 

Alexander, J. W. — "Portrait of Walt Whitman," photograph, 
Metropolitan Museum 

"Chinese Rugs" (six plates in color); Mentor, March 1, 1916 



Ghiberti — "Bronze doors of Baptistery, Florence," Perry 1663; also 
detail, University B 422; also Baptistery, Perry 1662; and Cathedral, 
Perry 1664 

"Giotto's Tower," Perry 1672; also details, Perry 1665, and 

University B 398 

Hunt, Wm. Morris — • "Church Reflected" (large charcoal reproduc- 
tion) ; Wm. H. Pierce & Co., Boston 

"Notre Dame Cathedral, Paris"; Perry 1546, also Perry 1545 

Titian — "Tribute Money"; University C 269 

"Victory of Samothrace"; Perry 1173 

Whistler — "Portrait of the Artist's Mother"; University 16049 

Illustrated Books 

Dulac, Edmond — "Arabian Nights," or "Sinbad the Sailor and 
other Stories" 

Guerin, Jules — "Chateaux of Touraine" 

Parrish, Maxfield — "Golden Treasury of Songs and Lyrics," by 
F. T. Palgrave 

Rackham, Arthur — "The Rhinegold and the Valkyrie" 

Wyeth, N. C. — "Treasure Island," by Robert Louis Stevenson 

Art and Archaeology — Finely illustrated articles on Aboriginal 

American Art, as in December, 1916 

The National Geographic Magazine — Illustrated articles on pre- 
historic Mexican, Central American, and South American Art, as in 
March, 1913 

Eighth Grade 

Prints 
"Amiens Cathedral, France," Perry 1576; detail, Perry 1576 B 



Chavannes, Puvis de — "Winter"; Perry 566 

Gilbert, Cass — "Woolworth Building," New York City; send to 
Woolworth Building for Souvenir Book called "The Cathedral of 
Commerce." Good photographs in " Terra Cotta Defined" — Bro- 
chure Series Vol. VI, National Terra Cotta Society, 1 Madison 
Ave., New York City 



ART 67 

Guerin — "Old Trinity Church, New York City" (large color print); 

Wm. T. Shepherd, Evanston, 111. 
Michelangelo — Details of Ceiling of Sistine Chapel, Vatican, Rome; 

"The Persian Sibyl"; University C 124; "The Prophet Daniel"; 

University C 123 

"Rheims Cathedral, France"; Perry 1580 

Sargent, John — "Prophets," Boston Public Library; Perry 1033- 

1037 inclusive 
Titian — "The Entombment"; University C 279 
Whistler — "Carlyle"; University 16050 

Illustrated Books 

Brangwyn, Frank — "The Spirit of the Age," by W. Shaw Sparrow; 

or "Frank Brangwyn and His Work," by W. Shaw Sparrow 
Dulac, Edmond — "The Tempest" 
Hokusai — "Hokusai," Holmes, C. J. 
Nielson, Kay — "East of the Sun and West of the Moon", or "In 

Powder and Crinoline" 
Rackham, Arthur — "The Ingoldsby Legends" 

Where to Obtain Pictures. — The best way to obtain 
material for picture study is through the County Free 
Library, where the schools will find the heartiest cooperation 
and encouragement. 

The following addresses will be helpful, where schools pur- 
chase their own material: 

The Art Institute of Chicago. (Photographs, etc.) 

The Beaux Arts Shop, 133 West 13th St., New York City. (Out-of- 
print books, including Nicholson's.) 

Brown's Famous Pictures, 38 Lovett St., Beverly, Mass. 

Brown Robertson Co., 415 Madison, New York City. Emery Prints 
in Sepia. 

Bureau of Ethnology, Government report. (Fine reproductions in 
color of Indian pottery and other forms of primitive art.) 

H. C. Chandler, 519 N. Alexandria, Los Angeles, Calif. (Large re- 
productions of charcoal drawings, California subjects, by H. C. 
Chandler.) 

Elson Art Publication Co., Belmont, Mass. (Photogravure reproduc- 
tions — all sizes.) 



68 MINIMUM COURSE OF STUDY 

Frank Cousins, Salem, Mass. (Photographs of colonial houses, door- 
ways, etc.) 

A. Gerbel, 133 W. 13th St., New York City. (Reproductions of Oriental 
and Swedish textiles in color.) 

Metropolitan Museum of Art, New York City. (Photographs of 
paintings, pottery, textiles, etc.) 

Museum of Fine Arts, Boston, Mass. (Photographs of paintings, 
including fine Oriental paintings and prints, textiles, carvings, metal 
work, pottery, etc.) 

Museum of Natural History, New York City. (Send for list of publica- 
tions, including Lumholtz' Huichol Indian design, and a pamphlet 
on Peruvian textiles.) 

The Perry Pictures Co., Maiden, Mass. 

Wm. H. Pierce & Co., 630 W. Washington St., Boston, Mass. (Large 
reproductions of charcoal drawings by Millet, Hunt, Langtry, and 
Dean.) 

Wm. T. Shepherd, Evanston, 111. (Large color prints from paintings 
by Guerin.) 

Stechert and Co., 151-155 W. 25th St., New York City. (Russian and 
other foreign picture books.) 

The University Prints, Newton, Mass. 

References and Illustrative Material 

Dow, Arthur Wesley — "Art Appreciation"; Delineator, January, 

April, July, 1915; February, 1916. 
Dow, Arthur Wesley — Composition (revised edition). 
Mumford, John K. — Oriental Rugs. 
Ripley, Mary C. — Oriental Rugs. 
Art and Archaeology (magazine) . (Many finely illustrated articles on 

Aboriginal American Art, as in December, 1916.) 
Government Reports, Bureau of Ethnology. (Fine reproductions 

in black and white and in color of Indian pottery and other primitive 

forms of art.) 
The Mentor (magazine), March 1, 1916, published in New York 

City. (Chinese rugs — six plates in color.) 
National Geographic Magazine. (Illustrated articles on prehistoric 

Mexican, Central American, and South American Art, as in March, 

1913.) 



CIVIC AND SOCIAL EDUCATION 

Aim 

The general aim of Civic and Social Education is to teach 
the child to assume the responsibilities of active citizenship. 

Elements to be Stressed 

It is felt that in training the child to assume such respon- 
sibilities, the following elements must be stressed through- 
out the period of school life: 

1. The formation of certain ideals of conduct. The essence 
of true morality is the making of moral judgemnts; 
judgments are truly moral only when they are the 
results of the individual's own thought; without ideals 
the making of such judgments is impossible. It is 
felt that the following are essential: 

a. Intellectual honesty. This involves: 

(1) The individual consideration of all data 

bearing upon any problem under con- 
sideration . 

(2) The elimination so far as possible of any 

emotional bias or any preconceived opin- 
ion with regard to the issue under con- 
sideration. 

(3) The basing of conclusions upon facts, 

whether such conclusions are personally 
agreeable or distasteful. 

b. Self-reliance. While due regard must always be 

given to the opinions of older and wiser people, 
69 



70 MINIMUM COURSE OF STUDY 

one's judgments must be his own; particularly 
must one guard against slavish dependence upon 
opinions or customs merely because they are 
traditional, fashionable, or held in common by 
his associates. 

c. Courage. One must be willing at all times to stand 

for what he believes to be right, even when such 
action may be personally disagreeable or dan- 
gerous. Conversely, he must be willing at all 
times to give due regard to the opinion of others; 
and to acknowledge errors or mistakes where 
they have been made. It often takes more 
courage to acknowledge error than to stand 
stubbornly for an ill-founded conviction. 

d. Self-respect and its corollary, self-control. The 

child must feel that he is a free, rational being, 
and that irrational conduct is a shameful thing 
for such a being. An essential element in self- 
respect is adequate self-knowledge. This must 
include : 

(1) Knowledge of and respect for the physical 

organization. The body is not only the 
instrument of the mind, but a clean, 
strong body will go far toward making a 
clean, strong mind. 

(2) Knowledge of the part played by emotion in 

life. A free being will never allow appe- 
tite, anger, jealousy, or hate to over- 
balance reason. 

(3) Recognition of reason as the most important 

factor in the control of conduct. 

e. Courtesy or fair play. In a community of free 

beings, every one must be treated as such. Not 



CIVIC AND SOCIAL EDUCATION 71 

only must no unfair advantage be taken, but 
the beliefs, opinions, and habits of others must 
be respected; particularly where some are 
weaker, older, or superior in achievement, should 
courtesy be accorded them. 

f . Thrift and industry. 

g. Health, as a moral virtue. 

h. Loyalty to democracy, as a social ideal. Democracy 
is conceived as that form of government in which 
social control is secured through the voluntary 
cooperation of all citizens; in which progress is 
measured in terms of the welfare of all citizens; 
in which progress is secured through every 
citizen's having as full opportunity for individual 
development and achievement as is consistent 
with the welfare of the whole citizen body. 

2. It must be emphasized that all training of the foregoing 

sort should issue in conduct if it is to be effective, and 
that possibly the most vital part of such training is 
the providing of opportunity for children actually to 
practice the virtues taught to them. 

3. Definite knowledge of the civic and social principles 

upon which the American democracy is founded. 
The following facts are deemed vital: 

a. Nature of the state: a national federal state 

b. Form of government : a constitutional republic 

c. Basis of American government: 

(1) Location of sovereign power in the will of the 

people 

(2) Legislation by the people 

d. Functions of national, state, and local govern- 

ments 



72 MINIMUM COURSE OF STUDY 

e. Purpose of the American government to secure for 

all citizens: 

(1) Personal freedom 

(2) Legal equality 

(3) Prompt justice 

(4) Unlimited opportunity to seek advancement 

when consistent with common welfare 

f. Principles of the American government (nobility of 

national ideals) : 

(1) Fair dealing with other nations 

(a) International amity 

(2) Arbitration 

(3) Sympathy with distress and suffering 

(4) Protection from oppression and tyrannical 

interference with the rights of the in- 
dividual 

(5) Patriotism 

(a) Obedience to laws 

(b) Support and defense of country's exis- 

tence, rights, and institutions 

(c) Promotion of its welfare 

4. It is suggested that in the various grades the foregoing 
instruction be centred about the following topics : 
First Grade — The tamily 
Second Grade — The home in contact with the 

activity of the community 
Third Grade — B The home and the school 

A The home, school, and com- 
munity 
Fourth Grade — B Our city 

A The widening neighborhood 
Fifth Grade — B The state 

A Love of country 



CIVIC AND SOCIAL EDUCATION 73 

Sixth Grade — B American ideals; conservation 
A Development of the home 

Seventh Grade — B Citizenship in state and nation 
A Problems of citizenship 

In the year 1918-1919, under the auspices of the National 
Security League, an experiment in elementary education was 
undertaken at the Los Angeles State Normal School (now 
the Southern Branch of the University of California). 

The aim was a course of study which would serve to create 
a positive knowledge of and basic faith in those principles of 
American democracy and life essential to the development of 
patriotic citizenship. 

The experiment was carried on under the general super- 
vision of Dr. Ernest C. Moore, the President of the School, 
and the more particular direction of Mr. A. A. Macurda, 
instructor in sociology, who was assisted by Miss Irene 
Benning, a specialist in the teaching of civics. The following 
outline is a result of the experiment: 

First Grade A and B 

Aim. — To teach that this is a world in which folks help 
each other. To make the child look upon the family as the 
basis of civilized society, and make him realize his responsi- 
bility as a member of the family and the need of his coopera- 
tion with the other members in order to secure the welfare 
of all. To develop some notions of the greater family of the 
United States to which we all belong. 

1. How each member of the family contributes to the 
general welfare. 

What work is done by your father? Mother? Other 

members of your family? 
What do you do to help? 
Why should you help? 



74 MINIMUM COURSE OF STUDY 

2. Mutual rights — food, clothing, fun, etc. 

What happens if you have more than your share? 
Discuss each topic from that point of view. 

3. Special ways in which the child may help : 

a. Care of furniture, clothing, toys. 

How can you help take care of the furniture? 

Why should you? 

Discuss care of clothing and toys as above. 

b. Orderliness. 

Did you ever see anyone come to school with- 
out his hair combed? 

How did you like his looks? 

How many of you comb your own hair? 

If you don't, can you do anything to help to- 
ward it? 
How many of you dress yourselves? 
In what ways must you be careful? 
How do you care for your clothes when you take 
them off? 

If a man wants a boy to do an errand, and he 
sees two — one with his hair combed and 
shoes properly laced — the other with his 
hair uncared for and every other hole missed 
in the lacing of his shoes — which one will 
he call? 

Why? 

Why should you have a place for your toys 
and keep them in it? 

c. Cleanliness. 

When you get up in the morning what should 
you do before coming to the table? Why? 

What should you do before going to bed? 
Why? 



CIVIC AND SOCIAL EDUCATION 75 

How can you keep your books clean? Why 

should you? 
How can you help keep things clean around 

home? Why should you? 

d. Care of pets, flowers, yard, etc. 

How many of you have pets? 

What do you for them? Why should you do 

things for them? 
How many of you have flowers at home? How 

do you care for them? 
How large is your yard? How do you help 

care for it? 

e. Care of younger children. 

How many have younger brothers or sisters? 
What do you do for them? 
Why should you help them? 

f. Honesty and truth. 

When your mother, father, or teacher, tells you 

something, do you feel sure it is true? 
Do you feel sure all you tell them is true? 
Why should we be careful in telling about 

things we have seen or heard? 
If you have broken a dish and no one saw you 

do it, what should you do about it? 
What do you think "play fair" means? 
If you find something which someone has lost 

what should you do with it? 
Would it be honest to coax a boy to trade a 

good knife for a pretty marble? 

g. Kindness. 

Why should you be kind to elderly people? 
How can you show kindness to them? 
(Discuss those less fortunate, those smaller, 
and animals under the above two questions.) 



76 MINIMUM COURSE OF STUDY 

h. Sharing pleasures. 

Why should you share your pleasures with 

others? 
How can you share them? 
i. Good manners. 

To whom should you be polite? (To all, old 

and young, acquaintances and strangers.) 
How can you show politeness? 
Why should you not stare at people? 
Why should you use a person's name when 

you answer her — as "Yes, Miss Thomas"? 
Why should you not shout across the street? 
Why should you be quiet in church, entertain- 
ments, etc.? 
Why should we avoid crowding? 
Why should you always take your own place 

in line? 
Why should you not interrupt anyone when 

speaking? What should you do when you 

have something to say? 
How should you close a door? Why? 
When should you close a door? 
Why should you come to the table with clean 

hands and face and combed hair? 
How should you eat? 
Why not reach for things? What should you 

do? 
What kind of things should you talk about at 

the table? Why? 
If you must cough or sneeze, what should you 

do? 
j . Quarrels. 

Why shouldn't you quarrel? 

What can you do to avoid quarreling? 



CIVIC AND SOCIAL EDUCATION 77 

k. Cheerfulness and good humor. 

Which would you rather meet — a boy who 
always greets you with a smile or one who 
looks at the ground and frowns? Why? 

1. To what larger family do we all belong? Who 
are the other members of this family? 

Bibliography 

/Esop. — Fables. Ginn & Company, Boston. 1905. 

Baldwin, James. — Fifty Famous Stories Retold. American Book 

Company, New York City. 1904. 
Bigham, Madge A. — Merry Animal Tales. Little Brown Company, 

Boston. 1906. 
Bryant, Sara Cone. — Best Stories to Tell Children. Houghton 

Mifflin Company, Boston. 1912. 
Bryant, Sara Cone. — How to Tell Stories to Children. Houghton 

Mifflin Company, Boston. 1905. 
Cabot, Ella L. — Course in Citizenship. Houghton Mifflin Company, 

Boston. 1914. 
Cabot, Ella L. — Ethics for Children. Houghton Mifflin Company, 

Boston. 1910. 
Harpers Third Reader. American Book Company, New York. 
Harrison, Elizabeth. — In Story-land. Central Publishing Company, 

Chicago. 1909. 
Lindsay, Maud. — Mother Stories. Bradley Company, Springfield, 

Mass. 1900. 
Lindsay, Maud. — Mother Stories. Bradley Company, Springfield, 

Mass. 1905. 
Lindsay, Maud. — More Mother Stories. Bradley Company, Spring- 
field, Mass. 1905. 
Poulsson, Emilie. — In the Child's World. Bradley Company, 

Springfield, Mass. 
Pyle, Katharine. — Careless Jane and Other Tales. Dutton Company, 

New York City. 1902. 
Richards, Laura E. — Golden Windows. Little Brown Company, 

Boston. 
Richards, Laura E. — Pig Brother and Other Fables and Stories. 

Little Brown Company, Boston. 1908. 
Supplement to California Blue Bulletin. September, 1916. 



78 MINIMUM COURSE OF STUDY 

A and B Second Grade 

Aim. — To show the child the dependence of the home on 
the community and the service which the home owes to the 
community, that real freedom comes through division of 
labor, and society is built upon mutual help. The larger 
community called the nation. Repeat the discussions of 
Grade One and discuss such subjects as: 

1. The milkman. 

How many have cows at your homes? 

Why does not each family keep its own cow? 

Where do you get your milk? 

Where does the milkman get the milk? 

How early does he have to get up? 

What trouble does he have in hot weather? 

How would you like to be the milkman in cold or rainy 

weather? 
Do you suppose he has to keep the milk clean? How? 

Why? 
Does he ever miss you or leave the wrong amount? 
If he did that often, what would happen to him? 
What can you do to help him? (Put out bottles, 

tickets, etc.) 

2. The man who collects garbage. 

What is garbage? 

Do you have a garbage can? 

What do you put in it? (Discuss effect of carelessly 

throwing away food which might be used; effect on 

individual, community, state, and nation.) 
Why should you keep a cover on your garbage can? 

(Discuss relation of decayed garbage to health — 

flies.) 
Who pays for the collection of the garbage? Why? 



CIVIC AND SOCIAL EDUCATION 79 

What kind of wagons are used in collecting it? Why? 
What is done with the garbage? (Discuss value of 
different ways of disposing of it.) 

3. Rubbish collector. 

What are dangers of allowing rubbish to collect? 

(Fire — health.) 
What is done with the rubbish after it is collected? 
Have you ever seen a dump heap? 
How would you like to live near one? (Discuss effect 

on value of property.) 

4. The grocer. 

What do you buy at the grocery store? 

Do you have to carry the things home or does the 

grocer deliver them? 
Why do some deliver? 
How can you help him? 
Do you suppose he likes to have you handle things? 

Why not? 

5. Vegetable peddler. 

Do you raise vegetables? 

Why does not everybody raise his own? 

Where do you get those you do not raise? (Discuss 
the way the Japanese and Chinese live, their knowl- 
edge of truck farming, etc.) 

How should we treat them? 

6. The postman. 

Did you ever receive a letter? 

Who brought it? 

Did you ever watch a postman? 

What was he doing? 

Does all of his work look easy? 

Do you think he must be an honest man? Why? 

How should you treat him? Why? 



80 MINIMUM COURSE OF STUDY 

How may we help the postman? (Address letters 
correctly and distinctly, stamp correctly, have a 
letter box in a convenient place, do not stop him on 
the street to ask for mail.) 

Do you know anyone who works in a post office? 

Can you ask him about the duties of a postman and 
what you can do to help? 

7. The man who reads the meter. 

Where does the light come from? 

Where does the gas come from? 

What do you use gas for? 

In what ways do you have to be careful? Why? 

Where does the water come from? 

Why not waste it? 

What would happen if the water which you used was 

impure? 
What is done to make and keep it pure? 

8. The service rendered to the home. 

What do the different stores do for you? (Treat each 

store separately.) 
What is the use of having markets? 
What do the street Sprinkling and street sweeping 

machines do for you? 
How are you helped by the policemen and firemen? 

9. Services which the home owes the community. 

What should you do toward making your city a pleas- 
ant place to live in? (Care of yard, sidewalks, 
garbage, leaking faucets, matches, be courteous to 
those who represent the community — as milkman, 
grocer, etc.) 

Why should you walk on the right side of the 
walk? 

Do people turn to the right in all countries? 



CIVIC AND SOCIAL EDUCATION 81 

Why should you not stop to talk in the middle of the 
sidewalk? 

Why not walk in groups of three or four abreast? 

What other things should you avoid on the street? 

How should boys greet ladies and gentlemen, espe- 
cially those who are older? 

Whom should we assist on the streets? How? Why? 

How can you show good maimers on street cars? In 
stores? 

10. What does the United States do for each of us? What 
does it ask us to do for it? The ways in which we 
can do what it expects of us. 

Bibliography 

Baldwin, James. — Fifty Famous People. American Book Company, 

New York. 1912. 
Baldwin, James. — Fifty Famous Stories Retold. American Book 

Company, New York. 1904. 
Harrison, Elizabeth. — In Story-land. Central Publishing Company, 

Chicago. 1909. 
Hill, Mabel. — Lessons for Junior Citizens. Ginn & Company, 

Boston. 1906. 

B Third Grade 

Aim. — To make the child feel his responsibility as a mem- 
ber of the school, which fits him for larger life, and the larger 
life for which it fits him. Repeat briefly the discussions of 
Grades I and II and consider habits that apply to both home 
and school. 

1. Obedience. 

Does it make any difference to others if you do not 

follow orders given in fire drills? How? 
If you come late to school, what difference does it 
make? 



82 MINIMUM COURSE OF STUDY 

If you are slow about doing as your mother or teacher 

ask, what difference does it make to you? To 

others? 
Why have people a right to say you must stay at home 

when you have measles, scarlet fever, etc.? 
What right have people to say you must keep your 

garbage can covered? 
Whom should you obey? (Parents, teachers, princi- 
' pal, bell signals, janitor, etc.) 

2. Thoughtfulness. 

What can you do to make things pleasanter for your 
mother? Brother? Sister? Teacher? Principal? 
Janitor? Playmates? (Work, action, speech.) 

When should you complain about things? 

To whom should you complain? 

What must you be careful about when you are report- 
ing at home things which happened at school? 

3. Service. 

What do you do to help at home? 
How can you help in the schoolroom? In the recita- 
tion? In the yard? 

4. Industry and cooperation. 

If there were a heavy box in the yard which John 
could almost move and Tom could move a little, 
how would they get it across the yard? 

In the arithmetic lesson, there is a problem, part of 
which Mary can work, part Alice can work, but 
part neither can do. How can they work it out 
in class? 

Think of other ways in which we work together in 
school. 

How do we work together at home? 

What becomes of the drone bee? 



CIVIC AND SOCIAL EDUCATION 83 

5. Cleanliness. 

Pick up a white piece of paper and squeeze it hard 
in your hand. Can you see any marks on it? 
Could you if you had just washed your hands? 

What is the use of having clean hands? Clean faces? 
Clean bodies? 

How often should you bathe? Does it make any 
difference how warm the weather is? Any differ- 
ence what you are doing? 

Why will a man hire a boy whose clothes are clean 
even though old, before he will a boy whose clothes 
are dirty even though almost new? 

Why should you keep your books, papers, and desks 
clean? 

6. Honesty and keeping of one's word. 

What is the value of having the name of being honest? 
What is the value of having the name of keeping one's 

promise? 
Will a truly honest boy tell an untruth? 
What will a truly honest boy do with things he finds? 
How do you show your honesty in the way you treat 

other people's property? In your work? In your 

play? 

7. Politeness and keeping of peace. 

How can you show politeness? 

What is the value of being polite? 

What can you do to help keep peace ? (Avoid 
quarrelsome children, be a good loser, not sulk if 
others wish their choice of games, not repeat unkind 
things, not call names, etc.) 

8. Perseverance. 

What becomes of a boy who when he finds work is 
hard says, "I can't," and gives up? 



84 MINIMUM COURSE OF STUDY 

If you help a blind man or some other unfortunate 
person, and he is cross to you, are you going to try 
to help another? Why? 

9. Hospitality. 

If a new pupil comes to school, what should you do 

for him? Why? 
When someone visits the school, what should you do? 

Why? 

10. Fair play and unselfishness. 

What is "fair play"? 

How can you show it in your classroom? In the halls? 
In the yard? At home? (Between children and 
teachers, principal, other children, and janitor.) 

Rules of the game? The umpire? Law is "fair play." 

11. Beauty. 

What can you do to make and keep your school more 

beautiful? Yard? Home? 
What is the use in each case? 

12. Care of property. 

In what ways can you help care for the furniture and 
tools at home? Why should you? 

When desks, books, etc., at school are destroyed in 
any way, who has to pay for them? What differ- 
ence does that make to you? 

Do the taxes your father pays pay for all you use? 

Who pays the rest? 

Have you a right to destroy things which someone 
else helps pay for? 

What difference might it make to your city if people 
carelessly destroyed things? 

13. Obedience in the greater family. How its members work 

together. What service must each render? What 
kind of folks the United States wants each of us to be. 



CIVIC AND SOCIAL EDUCATION 85 



Bibliography 

iEsop. — Fables. Ginn & Company, Boston. 1905. 

Baldwin, James. — Fifty Famous Stories Retold. American Book 

Company, New York. 1904. 
Bigham, Madge A. — Merry Animal Tales. Little Brown Company, 

Boston. 1906. 
Browning, Robert. — 'Tied Piper of Hamelin Town" in Browning's 

Complete Poems. 
Bryant, Sara Cone. — How to Tell Stories to Children. Houghton 

Mifflin Company, Boston. 1905. 
Cabot, Ella L. — Course in Citizenship. Houghton Mifflin Company 

Boston. 1914. 
Cabot, Ella L. — Ethics for Children. Houghton Mifflin Company, 

Boston. 1910. 
Harrison, Elizabeth. — "Discontented Mill Window," in Her 

Story-land. Central Publishing Company, Chicago. 1909. 
Hervey, W. and Hix, M. — Horace Mann Readers. Longmans Green 

Company, New York. 
Lindsay, Maud. — More Mother Stories. Bradley Company, Spring- 
field, Mass. 1905. 
Poulsson, Emilie. — In the Child's World. Bradley Company, 

Springfield, Mass. 
Richards, Laura E. — Pig Brother and Other Fables and Stories. Little 

Brown Company, Boston. 1908. 



A Third Grade 

Aim. — ■ To show the relation between the home, the school, 
and the community, our home town and the rest of the 
United States. Review the discussions of the earlier grades 
and talk about: 

1. Beauty. 

How can the home and the school each help to make 
its streets look more attractive? (Lawns, trees, 
flowers, neatness.) What do you do? What does 
the city do to help? Why should this be done? 



86 MINIMUM COURSE OF STUDY 

2. Care of public property. 

Why do we have mail boxes? 

Why should you protect them? 

How can you? 

Why do we find fire boxes on the streets? 

To whom do they belong, the firemen you, or us? 

Why? 
Why and how must we protect them? 
Name some of our public buildings. 
Why do we call them public buildings? 
Name some others which are more public than your 

own home. 
Why are people more apt to mark or otherwise deface 

these buildings than they are their own homes? 
Have they a greater or less right? 
Can you do anything to help prevent it? 
Why were public libraries established? 
Where do the books come from? 
Whose are they? 

How do some people abuse them? 
What can you do about it? 
What did people on the street do for a drink when 

thirsty before we had drinking fountains? 
In what ways was this bad? 
Why are drinking fountains safer? 
Describe the various types of fountains and how to 

use each. 

3. Protection of private property. 

Why do we see low rails at the corners of some lawns? 
What other arrangements do people sometimes use to 

protect the corners of their lawns? 
Is it of any advantage to you to have your neighbor's 

lawn cared for? 



CIVIC AND SOCIAL EDUCATION 87 

When a house is vacant, what sometimes happens to 
the lawn, flowers, trees, windows, etc.? 

Which is worse — to break a man's window or steal 
it? To destroy the value of a man's fence or take 
a part of the fence? 

4. Cleanliness of streets and alleys. 

What is the use of keeping the streets and alleys clean? 

(Standpoint of individual's and city's property.) 
What does the city do to help? 
What can you do? Do you? 

5. Conduct on the way to and from school. 

What difference does it make to you if other members 
of your school are disorderly on the way to, or from 
school? 

What do you mean by disorderly? 

6. How can you help smaller children at home? At school? 

On the way to school? 

7. Treatment of strangers. 

Why should you avoid staring and making unkind 

remarks when strangers are about? 
How can we help strangers who visit the school? Why 

should we? 
How can you sometimes help strangers on the street? 

Why should you? 

8. Schools and cooperation. 

Why do we have schools? 

Why do we want the best schools? 

How can you help make your school one of the best? 

If you should leave your school today, would you be 

missed? Why? 
How can your father and mother help the school? 
How can the school help your home? 



88 MINIMUM COURSE OF STUDY 

How can this school help Los Angeles? 
How does Los Angeles help this school? 

9. What does the United States do to help us? How can 
our school help the United States? How can we help 
folks who are strangers in the United States? How 
can we help our country? 

Bibliography 

Cabot, Ella L. — Course in Citizenship. Houghton Mifflin Company, 

Boston. 1914. 
Dole, Charles F. — The Young Citizen. Heath & Company, Boston. 

1899. 
Hill, Mabel. — Lessons for Junior Citizens. Ginn & Company, 

Boston. 1906. 
Richman, Julia, and Wallach, Isabel. Good Citizenship. American 

Book Company, New York. 1908. 
Supplement to California Blue Bulletin. No. 18. September, 1916. 
Turkington, Grace A. — My Country. Ginn & Company, Boston, 

1918. 

B Fourth Grade 

Aim. — To develop a feeling of ownership, and of personal 
interest and pride, in one's city, without being blind to its 
failings. 

1. Choose the most significant subjects from the earlier 

grades for a brief review and tell about the story of 
the early settlement of Los Angeles (History). 

2. Story of development of: 

a. Public schools 

b. Library 

c. Water supply 

d. Streets 

e. Parks 

f . Fire, police, and health departments 



CIVIC AND SOCIAL EDUCATION 89 

How these institutions serve the community and what 
we can do to aid them in this work. 

a. Schools. 

Who pays for them? How? 

How are they useful? Necessary? 

Why must they be attended regularly? 

In what ways can you care for school property? 

Who really pays for damage done to such prop- 
erty? 

What does it mean to a community when its 
school buildings are well cared for and its 
grounds beautiful? 

What evidences do you find that there are some 
careless citizens about your school? 

b. Library. 

Who pays for it? How? 
How do you get. books? 
Who helps you? How? 
What do you owe in return? 
Who is injured if the books are damaged? 
How does the library help us in our school 
work? 

c. Water supply. 

Where does Los Angeles obtain its water 

supply? 
Why is a waterworks system necessary? 
How is the water brought into your home? 
Why should you not waste it? 
How can you prevent waste? 

d. Streets. 

Why do we need streets? 

What provision is made for foot passengers? 
Automobiles and carriages? Parades? Rail- 
ways? 



90 MINIMUM COURSE OF STUDY 

By whom are streets built? What things must 

be considered? 
Who pays for repairing roads, sidewalks, and 

boulevards? How? 
How are our streets kept clean? Why? 
How can you aid in keeping streets and alleys 

clean? 

e. Parks. 

Why do we have parks? 

What men care for them? 

Who pays for them? How? 

What are the names and location of our city 

parks? The advantages of each? 
How should you care for the grass, flowers, trees, 

etc., in them? 
What are some of the troubles of the caretakers? 

f. Fire department. 

What does the fire department do for us? 

Where are the fire stations? 

Have you ever visited one? (Class should visit 
one.) 

Who pays for these things? How? 

What are the duties of the firemen? 

What are some of the dangers? 

How are fire alarms given? What are the 
dangers of false alarms? 

What are some of the different types of fire 
escapes? Value of each? Why keep them 
free from rubbish? How can you tell in large 
auditoriums where the doors are which lead to 
the fire escapes? 

What should you do in case of a fire in an audi- 
torium? In school? At home? 

What can you do to prevent fires? 



CIVIC AND SOCIAL EDUCATION 91 

g. Police department. 

Why do we have a police department? 
What are the duties of a policeman? 
What dangers does he meet? 
What kind of man must he be? Why? 
How may you aid him? 
Should you fear him? Who does? 
Who pays for the support of the department? 
How? 

h. Health department. 

What is quarantine? Why is it necessary? 

What department attends to this? 

What other things does it attend to? 

How can you help in each of its duties? Why 

should you? 
Who pays for the support of this department? 

How? 

i. The city hall. 
Who owns it? 
Why do we have it? 
What does it contain? 
What is voting? 
What are elections? 
Name some of the officers you know, and tell 

which they represent, city, county, state, or 

United States. 
Were they elected? If not, how were they 

chosen? 

j. How can we help our city? 

4. What does it mean to say, "I am an American"? Was 
America always here? Who made it? Who keeps it 
alive? How? 



92 MINIMUM COURSE OF STUDY 

Bibliography 

Cabot, Ella L. — Course in Citizenship. Houghton Mifflin Company, 

Boston. 1914. 
Dole, Charles F. — The Young Citizen. Heath & Company, Boston. 

1899. 
Dunn, Arthur W. — Community and the Citizen. Heath & Company, 

Boston. 1914. 
Hill, Mabel. — Lessons for Junior Citizens. Ginn & Company, 

Boston. 1906. 
Hill, Mabel. — Teaching of Civics. Houghton Mifflin Company, 

Boston. 1914. 
Jewett, Frances. Town and City. Ginn & Company, Boston. 1906. 
Nida, William L. — City, State, and Nation. Macmillan Company, 

New York City. 1914. 

A Fourth Grade 

Aim. — • To show the necessity for mutual friendliness, 
service, and cooperation among citizens and among com- 
munities. Why we have a nation. Select the more sig- 
nificant discussions of the earlier grades for a brief review 
and talk about our : 

1. Dependence upon one another in the home. 

What does your mother do for you? Your father? 

Other members of your family? 
What do you do for your mother? Father? Other 

members of your family? 
When you are playing ball and like to pitch, should 

you insist on pitching or let the boy do it who can 

pitch better than you can? Why? 
In an entertainment, who should have the leading 

part? Why? (Sacrifice own desires for good of 

all.) 
If your home really needs some new things, like chairs 

or dishes, which could not be purchased if you had 



CIVIC AND SOCIAL EDUCATION 93 

a new bicycle, which you didn't have to have, 
should you beg for the bicycle? Why? 
Give other illustrations where you can give up some- 
thing in order to give pleasure to more people. 

Dependence of home on community. 

a. Food and clothes. 

What do you get at the stores? 

If there were no stores, where would you get 

vegetables? Meat? Clothes? (Discuss life 

in early colonial time.) 
Why do stores have delivery clerks? 

b. Water. 

Where does the water which you use at home 

come from? (Discuss work of waterworks.) 
How do people on some ranches get their water? 

Which is the most convenient? 
Can they find water in all communities? What 

do they do if they can't? 
If surrounding communities would not help out, 

what would happen? 

c. Transportation. 

Of what use are street cars? 

Upon whom do we depend for the kind of service 
we get? 

Of what use to you are railroads? To Los An- 
geles? To the United States? 

Why do some places have " jitneys"? 

d. Heat and light. 

Where is there a gas plant? For what do you 
depend upon the gas plant? If you didn't use 
gas in your home, would the gas plant be of 
any use to you? How? 

(Discuss power plant in the same way.) 



94 MINIMUM COURSE OF STUDY 

What are meters? 

What do we pay for gas and light? Who sets 
the price? Why? 

e. Protection. 

What departments do we have in Los Angeles 

to protect our life, health, and property? 
Tell how each does its work. 

f. Education. 

Who owns the schools? 

What difference does it make to you whether 
or no your city has good schools? What dif- 
ference to the property owner who has no 
children? 

What is the use of having public libraries? 
What is your part in caring for them? If you 
lose a book, whose property have you lost? 

Who builds the churches? Whose property are 
they? What difference does it make to a man 
whether or no there are churches in his city? 
If this man does not care to go to church, does 
it make any difference whether or no there are 
churches? 

g. Amusements. 

Who owns the parks of Los Angeles? 

What part should each citizen play in caring for 
them? 

Why do we have playgrounds? Where are the 
public playgrounds? 

Where are the Y. M. C. A. and the Y. W. C. A.? 
Who may belong? What good are these or- 
ganizations to people? Cities? The world? 

Do you like to go to moving pictures? Why 
do you? How do you decide which one you 



CIVIC AND SOCIAL EDUCATION 95 

want to go to? Why should you go to some 
and avoid others? 

h. Discuss the manner of living of a pioneer family 
as compared with the average family today. 
(Show how as the community grew the de- 
pendence of people on one another grew.) 

3. What must citizens, young and old, do for the com- 

munity in return for these services? 

a. Obey laws. For whom are they made? 

b. Keep houses, yards, and sidewalks neat. 

c. Be careful regarding fire, garbage, flies, etc. 

d. Refrain from throwing fruit peelings, paper, or 

other rubbish in streets and sewers; from chalk- 
ing fences, sidewalks, or buildings, from med- 
dling with fire hydrants or fire alarm boxes. 

4. Dependence of Los Angeles upon other communities. 

a. To a limited extent tell where your clothes came 

from. 

b. Do the same with the food you ate for breakfast. 

Where did the furniture and dishes come from? 

c. How were these things brought to Los Angeles? 

(1) Southern Pacific and other railroads. With 
what parts of the world do these put us in 
touch? (Trace routes.) 

(2) Boulevards and automobiles. 

(3) Ships. What effect has the Panama Canal 
had? 

d. What does Los Angeles do for other communities? 

e. How do we obtain information about other com- 

munities? 

(1) Post Office. How does a letter from San 
Francisco reach you at your home? What 



96 MINIMUM COURSE OF STUDY 

do the clerks and mail carriers do? How 
should you treat them? How help in other 
ways? 

(2) Newspapers. How do they get the news 
of the world? What do they do for us? 
How can citizens help to obtain the best 
type of newspaper? What is a good type 
of paper? 

(3) Telephone and telegraph service. Why did 
the government take charge of these during 
the war? 

5. Sympathy among communities. 

Tell about the aid sent by cities and towns to San 
Francisco at the time of the great fire. To Belgium. 
To Johnstown. 

6. What inventions have made possible this close associa- 

tion among communities? 

7. Necessity for harmony and cooperation. 

What effect does it have upon a home if the members 
of the family quarrel? 

What effect does it have if the family does not co- 
operate with the community? (Untidy premises, 
danger to health, danger from fire, etc.) 

WTiat is the effect if workers and their employers do 
not cooperate? (Loss of money and time. Strikes.) 

How is Los Angeles affected when nations are at war? 
(Prices of goods. Some goods not obtainable.) 

Discuss "True interdependence is impossible without 
peace and cooperation between (a) individuals, (b) 
nations." 

What is our national motto? Find it on a coin. What 
does it mean? Show how we are "Many in one" in 
the (a) family, (b) school, (c) nation, (d) world. 



CIVIC AND SOCIAL EDUCATION 97 

8. Folks that want the same things, and hope, pray, and 
work for the same things, sometimes unite together 
to get them. That unity is called a nation. How 
is a nation formed? How is it kept alive? How 
should its people feel toward other nations? 

Bibliography 

Cabot, Ella L. — Course in Citizenship. Houghton Mifflin Company. 

1914. 
Cabot, Ella L. — Ethics for Children. Houghton Mifflin Company. 

1914. 
Pamphlets issued by Chamber of Commerce. 
Maps and guides issued by railway companies. 



B Fifth Grade 

Aim. — To develop the child's responsibility for preventing 
waste in home, school, and city by saving and wise spending. 
What saving enabled us to do (i.e., win the war). Why we 
must be a saving people if we are to do our work in the world. 

Review the chief lessons which have gone before and discuss 
such subjects as the following: 

1. Home. 

What does the verb "to waste" mean? 

In buying food what are some of the things you should 
consider? 

A poor woman had but ten cents to spend for food 
for her two children. She bought lettuce with it. 
Was she wise? What would you have spent it for? 

What are some of the things you must consider in buy- 
ing clothing? Do you ever help pick out your clothes? 

If you had your choice of two chairs, one very pretty 
and the other just ordinary, but the same price, 
which would you buy? How would you decide? 



MINIMUM COURSE OF STUDY 

If the minimum price on your lights was one dollar, 
would it be all right for you to waste electricity if 
you kept below the minimum? Why not? 

How can you help save fuel? Why should you? 

Is it always wise to go to moving pictures and other 
entertainments? When is it not? 

Is it ever wise to spend money for those things? 
Why and when is it? 

When should you spend money for carfare? When 
not? (Healthfulness of walking.) 

Should you ever spend money for candy? Under 
what conditions is it not wise to do so? 

Is ice cream a food? When should you buy it? When 
not? 

How do you select Christmas presents for your friends? 
For which people should you do the most? (Un- 
fortunate people.) Why? 

Why should you keep things at home repaired? (Con- 
sider the following: Renewing hinges, screens, 
paint; mending of furniture as soon as broken; 
mending, repairing, and cleaning of clothes, shoes, 
etc.) 

Show how sometimes it is a saving and sometimes a 
waste to buy things in large quantities. 

What is buying on the installment plan? Under what 
conditions is this a wise thing? Should you ever 
buy luxuries in this way? 

When is a piano a luxury? An automobile? A 
graphophone, etc.? When not? 

Why can you say you are being economical when you 
are caring for your health? 

What did the government say about this when 
it began to examine the young men of our 
country? 



CIVIC AND SOCIAL EDUCATION 99 

What are things to be considered in caring for health? 
Tell how each is necessary. (Fresh air, exercise, 
care in handling foods, cleanliness, eating, guarding 
one's sneezing and coughing, etc.) 

How can you help at home in saving food, clothes, 
lights, gas, soap, towels, furniture, wall paper, win- 
dow glass, tools, hose, health of other members of 
the family? 

2. School. 

How can you save paper at school? If you do not 
furnish the paper yourself, what difference does it 
make to you if you waste it? 

How do boys and girls sometimes abuse books? 
Why should they not? How much does a good 
book cost? 

How can you help care for the desks and walls of your 
school? Why should you? Discuss playground 
apparatus, water, flowers, and trees in the same 
way. 

If you keep a class of forty pupils waiting two minutes 
while you put your books away, how much time 
have you wasted? (Eighty-four minutes equals 
teacher's, yours, and other pupils' time.) Name 
some of the ways in which time is wasted in school. 

3. City. 

Discuss the waste resulting from marking of public 
buildings; injury to small trees and flowers in parks 
or streets; cutting or marking of public benches; 
walking over public lawns where prohibited. 

4. What does it mean to waste an hour? To waste an 

opportunity? What kinds of saving does our country 
want us to make? What is thrift? 



100 MINIMUM COURSE OF STUDY 

A Fifth Grade 

Aims. — (a) To teach that true patriotism must be ex- 
pressed through daily service, as well as through special 
service demanded by unusual conditions. 

(b) To bring children to understand and respect the love 
people of other countries feel for their own lands. 

Review the earlier discussion of how we need and help 
each other and talk about : 

1. Patriotism. 

What does "patriotism" mean? 

Is patriotism connected only with war? 

In what other ways is patriotism shown? 

2. What are some of our country's enemies which patriots 

are fighting? 

a. Fire. 

How is fire an enemy? 

What are patriots doing to overcome it? 

How can you help? 

b. Ignorance, dirt, disease, poverty, drink, and cigar- 

ettes. (Each type to be discussed as indicated 
under "fire.") 

c. Lawlessness, crime, idleness, beating one's way, 

loose talking, and making threats to interfere 
with and destroy the national welfare. 

3. American patriots. 

What service has each of the following rendered to 
his country and why does he deserve to be called a 
patriot? 

a. Roger Williams. 

b. William Penn. 

c. James Oglethorpe. 

d. George Washington. 



CIVIC AND SOCIAL EDUCATION 101 

e. Benjamin Franklin. 

f . Patrick Henry. 

g. Samuel Adams, 
h. Nathan Hale. 

i. Dolly Madison. 

j. Theodore Roosevelt. 

k. General Pershing. 

4. Patriots of other lands. (Discuss as indicated under 

American patriots.) 

a. Joan of Arc. 

b. William Tell and Arnold Von Winkelried. 

c. Robert Bruce. 

d. Livingston. 

e. Stanley. 

f. Gordon. 

g. Marshal Foch. 

5. Love for our country. 

Why do we love our country? What does it mean 

to be a citizen? 
Can people learn to love an adopted country? Tell 

about : 

a. Jacob Riis and his work for the poor in New 

York. 

b. Carl Schurz and his efforts to establish better 

ways of choosing men to serve the country. 

c. Mary Antin, the little Polish girl who learned 

to love and serve the United States. 

d. Read "Little Athens' Message." 

e. Read "The Man Without a Country." Was the 

fulfillment of Nolan's own wish too severe a 
punishment for having cursed his country? 
Why or why not? 



102 MINIMUM COURSE OF STUDY 

6. Our Flag. 

a. Tell the story of the flag. 

b. Where does it float? 

(In U. S. — Over school houses, all government 
buildings, postoffices, custom houses, forts, navy 
yards, etc. 

Abroad — Over American ships, residences of 
American ambassadors and consuls, and hotels 
where Americans are staying.) 

c. What does the flag mean? (The union of all our 

people; a sign that no one in America is alone 
or friendless; that we are pledged to befriend 
one another; that there is a government to 
protect us; and that we value and mean to 
keep alive the things which this nation stands 
for.) 

d. What does the flag mean to those who travel 

abroad? (That our government will watch over 
their safety; that sick and lonely sailors can call 
on the American consul for aid to return home; 
that Americans can get friendly advice wherever 
it flies.) 

e. What does the flag demand of each of us? (That 

we stand by the government and be true citi- 
zens; that we do our work so well as to make 
the whole country richer and happier; that we 
live so as to make it a nobler and happier land 
for those who come after us.) 

f. Should you call our flag a flag of peace or of war? 

Why? 

g. Read "The Flag Goes By" (Bennett) and "Your 

Flag and My Flag." 
h. Learn the Flag Salute. What does it mean to 
pledge allegiance to "My Flag"? 



CIVIC AND SOCIAL EDUCATION 103 

7. How can we serve our country? (Be honorable and 
loyal.) 

a. How can the following serve? The President, 

Congress, city officers, engineer on a train, cap- 
tain of a steamer, doctor and nurse in illness, 
ordinary voter, housekeeper, school boy and girl. 

b. Read Kipling's "If." Learn the last stanza. 

c. Since the people make the laws for the nation, is 

it not disloyalty not to obey them? 

d. Show how the whole country depends upon all of 

its citizens. 

Name some of the people you depend upon. 
How can you help them in return? 
Show how each part of the country needs the 
help of the rest. 

e. Teacher read to class "A Message to Garcia/' 

Why does "The world cry out for the man who can 
carry a message to Garcia"? Can you do that? 

f. Read "The Army of Peace." 

Bibliography 

Baldwin, James. — Fifty Famous Stories. American Book Company, 
New York City. 1904. 

Cabot, Ella L.. — Course in Citizenship. Houghton Mifflin Com- 
pany, Boston. 1914. 

Cabot, Ella L. Ethics for Children. Houghton Mifflin Company, 
Boston. 1910. 

Dole, Charles F. — The Young Citizen. Heath & Company. Boston. 
1899. 

Hill, Mabel. — Lessons for Junior Citizens. Ginn & Company, 
Boston. 1906. 

Instructor Literature Series No. 32. 

Richman, Julia, and Wallach, Isabel. — Good Citizenship. Ameri- 
can Book Company, New York City. 1908. 

Tappan, Eva M. — European Hero Stories. Houghton Mifflin Com- 
pany, Boston. 1909. 



104 MINIMUM COURSE OF STUDY 

B Sixth Grade 

Aims. — (a) To show the responsibility of each citizen for 
the preservation of our highest national ideals, which must 
be secure in the nation before they can be safe in the world. 

(b) To show the value of conservation of the nation's re- 
sources, chief among which is intellectual power which is of 
little value until trained. 

The child must see that men like Washington and Lincoln 
have given us far more than the material results of the work 
which they accomplished. It is the mind and the spirit 
which count the most in the world. 

(a) 

1. Ideals. 

a. What is an ideal? Tell the story of Damon and 

Pythias. (What ideals are illustrated here?) 
Tell the story of Florence Nightingale. (What 
ideal did she have?) Tell other stories illus- 
trating idealism. 

b. What is the importance of having ideals and of 

striving to live up to them? 

c. How do one's ideals change? 

Tell the story of "Little Scotch Granite." How 
did the ideals of some of those boys change? 

How can we alter the ideals of those about us? 

Show how all of us are responsible for the ideals 
of our country. 

2. Ideals for which our greatest citizens have stood. 

a. Courage in the face of difficulties. 

Show what difficulties the following encountered 
and how they overcame them: Pilgrims at 
Plymouth, John Smith (the starving time), 
George Rogers Clark, Fitch and Fulton, Lin- 



CIVIC AND SOCIAL EDUCATION 105 

coin, Builders of the Panama Canal, Grace 
Darling, Laura Bridgman, Helen Keller, John 
Eshelman (his efforts to get an education; 
successful career at the University of Cali- 
fornia; constant struggle with ill health; his 
splendid fight for good government in Cali- 
fornia) . 

What was the Spirit of 76? 

What were the ideals of 1917? 

What kinds of obstacles call for courage and 
perseverance? (Obstacles of the physical 
world, as distance, climate, etc.; mental diffi- 
culties; moral difficulties.) 

What is the effect on the person himself of 
overcoming difficulties? On others? 

Name some of the opportunities we may have 
for exercising physical, mental and moral 
courage. 

b. Honesty and loyalty to truth. 

Can you see any difference between honesty and 
truthfulness? 

Name some of our great leaders who have had 
a reputation for honesty and truthfulness. 

Danger of departing from our ideals of honesty 
and truthfulness. 

What temptations come to the public official? 
The business man? The employer? School 
boy or girl? (In latter case show that a 
problem done by another belongs only to 
the one who worked it, whether the worker 
be a teacher or fellow pupil.) 

c. Sympathy and courtesy. 

What is sympathy? 

What is courtesy? Is it an American ideal? 



106 MINIMUM COURSE OF STUDY 

Tell of cases where Americans have shown their 
sympathy for the suffering. (Floods, earth- 
quakes, wars, etc.) 

Is courtesy shown in our homes, on trains, in 
street cars, in crowds? 

d. Self-control. 

What is self-control? 

Give examples of self-control under pain. Un- 
der provocation. Under nervousness. 

What is the use of using self-control in eating? 
Drinking? Spending money? Smoking? 

When is the easiest time to gain self-control? 

Show the service rendered by this habit to the 
one who has the habit. To those about the 
one having the habit. 

e. Reverence. 

What is reverence? 

To whom should we show reverence? 

How can we show it? 

How were three kinds of reverence shown in 

"Barbara Frietchie"? 
Can we show real service to our country by 

showing reverence where it is due? 

f. Thrift and industry. 

Why is it important to cultivate the habit of 
saving now? 

What is the difference between thrift and avar- 
ice? Illustrate wrong saving. 

What are some of the things which tempt us to 
spend our money unwisely? 

If you should save twenty-five cents (one thrift 
stamp) a week from now until you are twenty- 
one years old, how much money would you 
have saved? 



CIVIC AND SOCIAL EDUCATION 107 

What things other than money should we save 

if we wish to be thrifty? (Discuss saving 

things which represent money, time, health, 

etc.) 
Do you know anybody who likes to work? 
Does it make any difference whether or not a 

man likes his work? (Discuss from his own 

standpoint and the standpoint of those about 

him.) 
Is it going to make any difference to you whether 

or not you find the kind of work you like? 

What are you doing about it? 
Tell about the following people who 'found 

their joy in work: Luther Burbank, Thomas 

Edison, Jane Addams. 

(b) 

Conservation — What is it? 

1. Conservation of forests. 

Where are our national forests? What are they? 
Why do we need to conserve our forests? 
How are they made? 

Tell about the life and duties of a forester. 
How are forest fires started? 
How are they fought? 

What damage may be done the surrounding country 
if too many trees are cut or burned from hillsides? 

2. Conservation of soil. 

Why should we conserve the soil? 

How is our country reclaiming much of its soil? 

3. Water conservation. 

Why should we conserve water? (Transportation, 
irrigation, water power, domestic use.) 



108 MINIMUM COURSE OF STUDY 

Why is this especially necessary in Southern Cali- 
fornia? 

4. Name as many other things as you can which we should 
conserve. 

A Sixth Grade 

Aim. — To show that the community is but an outgrowth 
of the home life, whose good condition is necessary to human 
freedom. 

1. Importance of home to community. 

a. What does it mean to the community if people 

work and strive to have good homes and take a 
fine pride in them? 

b. What is the effect if they do not? 

c. How can children help make their homes the kind 

of places they should be? 

2. Advantages of owning one's home. 

a. What are the advantages to the owner? (Discuss 

economy; feeling of pride in contributing to 
welfare of community; chance to express one's 
own tastes and ideas in fixing up the home; 
study life in tenements, in Ireland ten years ago.) 

b. What are the advantages to the community? 

(Discuss increased neatness and beauty, tendency 
of people to remain in community, transient 
character of renters, greater enthusiasm on the 
part of citizens in promoting the well being of 
the community as a whole.) 

3. Progress made by man living in permanent settlements. 

a. Discuss nomadic life as follows: Movable tents; 
herds of cattle, sheep, horses, and camels; sea- 
son's scarcity of food and water: frequent mov- 



CIVIC AND SOCIAL EDUCATION 109 

ing about — labor, tiresome journeys, few nec- 
essaries. 

b. Examples of nomads: 

Tell the story of early Hebrews, Abraham and 
Lot. 

Compare the lives of the following: Arabs, 
Persians, Turks, Tartars of Central Asia and 
tribes in Siberia; the Indians in early America. 

c. What do permanent settlements give us? Discuss 

the development of each of the following, show- 
ing how the growth of the community caused 
the demand for progress along these lines: 
The strong, well-built, hygienic houses of wood, 
brick or stone; good roads, smooth, well- 
paved streets; police and fire protection, 
health department; good schools; places of 
recreation — parks, auditoriums, theaters, 
museums, libraries, art galleries; churches; 
convenient means of travel; great industries. 

d. What can we do to help the permanent settle- 

ment? Discuss the following: 

Prevention of fires; sending in of fire alarms; 
neatness about home and streets; obedience 
to laws (laws are the road rules of life and are 
made for protection of all) ; obedience to rules 
of proper conduct on streets. Avoidance of 
staring, loud talking and laughing, and collect- 
ing in groups on the sidewalk. Giving aid to 
those less fortunate. Keeping to the right. 
Protecting those about you from your sneeze 
or cough, and idle talk or gossip. 

4. Contrast the care of European cities with the care shown 
in our cities. 



110 MINIMUM COURSE OF STUDY 

B Seventh Grade 

Aim. — To make the child realize the necessity for his con- 
tributing all he can toward the health, wealth, knowledge, 
beauty, and protection of the community. It is his section 
of the world which he has been assigned to guard. What is 
meant by the statement, "Ye are all members one of an- 
other"? 

1. Health. 

a. What is the importance to the individual? To 

society as a whole? 

b. Show the dependence of the individual upon so- 

ciety for the following necessities for health: 
The breathing of pure air; the drinking of pure 
water; the eating of wholesome food; the se- 
curing of proper and sufficient exercise; the 
keeping of one's body and surroundings clean; 
the avoidance of contagious diseases: abstain- 
ing from harmful and unnecessary drugs: 
the observance of regular and sufficient hours 
of rest. 

c. How may the carelessness of one individual in re- 

gard to contagious diseases, handling of foods, 
milk, water, etc., endanger the health of a whole 
community? 

d. Discuss the necessity for cooperation between 

city, state, and nation. 

e. What right has society to restrict your liberty for 

the sake of health? 

f . What are the means by which the community pro- 

vides for health? (Discuss health ordinances, 
health officer, inspectors, city bacteriologist, and 
other agencies by which the city seeks to obtain 
cleanliness, pure air, water, food, etc.) 



CIVIC AND SOCIAL EDUCATION 111 

g. What can you do to aid in the protection of the 
health of the community? Discuss "health 
means wealth." 

2. Wealth. 

a. What is the meaning of wealth? (Anything which 

contributes to the real welfare.) Name some of 
the ways in which people produce wealth. How 
can you conserve wealth even if you cannot do 
much to produce it? 

b. Show the dependence of the citizen upon others 

for the wealth he uses. (Make a list of workers 
engaged in making a coat from the sheep to the 
finished article.) 

c. Why should you do something to produce wealth 

even though you have enough yourself? What 
can you do now in preparation? 

d. What does the government do to care for the 

wealth of the community? 

3. Knowledge. 

a. Value of an education. 

What is the value of an education to a citizen? 
(Discuss the value of discovering and prepar- 
ing for the work he wants to do; development 
of good habits; ability to enjoy work.) What 
does it mean to a community if its citizens 
are ignorant and narrow? 

b. Show the necessity for punctuality and regularity. 

c. What difference does it make to you whether or 

not your classmates get along well with their 
work? 

d. What are you doing now to add to the progress 

of your community? (Discuss value of making 
use of opportunities and of cooperation.) 



112 MINIMUM COURSE OF STUDY 

4. Beauty. 

a. What are things which contribute to the beauty of 

a home and its surroundings? Describe a beau- 
tiful home. 

b. What are the natural beauties of Los Angeles? 

c. What is the importance of beauty to the com- 

munity? 

To the individual? 

d. How does the community provide for beauty? 

e. How can children and grown people help in pre- 

serving and adding to the beauty of the com- 
munity? 

5. Protection. 

a. Discuss accidents which have occurred recently in 

Los Angeles. 

How might any of these accidents have been 

prevented? 

b. What does the community do for the protection 

of life and property? 

What is being done to prevent personal injury 

and loss of life in factories? 

Bibliography 

Dunn, Arthur W. — Community and the Citizen. Heath & Com- 
pany, Boston. 1914. 

Hill, Mabel. — Teaching of Civics. Houghton Mifflin Company, 
Boston. 1914. 

Industrial Accident Commission. — California Safety News. 

Nida, William L. — City, State, and Nation. Macmillan Company, 
New York. 1914. 

Richman, Julia, and Wallach, Isabel. Good Citizenship. American 
Book Company, New York. 1908. 

U. S. Bureau of Education. Bulletin No. 22 : Money Value of Edu- 
cation, 1917. 

U. S. Bureau of Education. Bulletin No. 23. 



CIVIC AND SOCIAL EDUCATION 113 

A Seventh Grade 

Aim. — To acquaint the child with his city and its prob- 
lems, for in knowing these he understands his part of his 
country, and has a basis for the study of other parts of it 
and other countries. 

1. Los Angeles. 

Relate the history of Los Angeles, showing its begin- 
nings and growth. 

2. City planning. 

What is the advantage of city planning? 

What are the disadvantages? 

Name and discuss some of the cities not planned. 

Name and discuss some of the cities planned. 

What planning can Los Angeles still do? (Boulevards, 

parks and tree-planting, grade crossings, bill 

boards, play grounds.) 

3. Water. 

By whom are the waterworks owned? 

Has Los Angeles plenty of water or must she seek 

new sources soon? 
What is water used for? 
Where is water for Los Angeles obtained? 
Tell all you can about the Los Angeles Aqueduct. 

4. Drainage and sewerage. 

Describe the sewerage system of Los Angeles. 
Is anything done to purify the sewage? 
Into what does it drain? 
What is a sewer trap? 

5. Garbage and rubbish. 

What is done with garbage and rubbish collected in 
Los Angeles? 



114 MINIMUM COURSE OF STUDY 

How often is it collected? 
How is it collected? 

How can the citizens help in the sanitary disposal of 
garbage? 

6. Street cleaning. 

Why is public care of streets necessary? 
What might happen if it were left to individuals? 
How are the streets cleaned? 
Is water used? How? 

What can you do to help keep the streets, alleys, and 
sidewalks clean? 

7. Housing. 

Are there any slums in Los Angeles? 
What housing problems are there left? 
Are there many unfit houses occupied? 
In what sections do you find them? Why? 

8. Problem of the poor. 

Have we any poor in Los Angeles? 

Distinguish between the incapable, the shiftless, and 

wayward. 
How does our community care for the poor? 
What are the dangers of unorganized charity? 
Note the number and names of private relief agencies 

in Los Angeles — as churches, lodges, etc. 
What is done for destitute children and those whose 

mothers have to work? 
Discuss the work done during and after the influenza 

epidemic. 

9. Municipal markets. 

What are they? 

Discuss the advantages and disadvantages. 
Are there any in Los Angeles? Where? 
Are they kept clean and sanitary? 



CIVIC AND SOCIAL EDUCATION 115 

10. Smoke and noise abatement. 

What kind of fuel is most used in Los Angeles? 

Is this a smoky city? 

What unnecessary noises are allowed? 

Are there any ordinances against noise? 

11. How the community provides means of communication. 

a. Streets. 

How is the cost of constructing, repairing, and 
cleaning of streets met? 

If you should want your street paved or a side- 
walk put in, how would you proceed to obtain 
it? 

b. City passenger transportation. 

Do any of the car lines belong to the city? 

Do you know of any city where the fares are 

greater? Less? 
Are enough cars furnished to carry the traffic 

comfortably? Where and when are things 

particularly uncomfortable? 

c. Freight. 

.How many railroads enter Los Angeles? 
Is the freight traffic a nuisance? 

d. Telephones. 

Who owns the telephone systems in Los An- 
geles? What are the rates? 

e. Franchises. 

Why issued? 
By whom issued? 

12. Public recreation. 

Why is it more necessary to provide means in the 

city than in the country? 
What means are provided in Los Angeles? 
What is done by the Y. M. C. A. and Y. W. C. A.? 



116 MINIMUM COURSE OF STUDY 

13. Schools. 

Why do we have them? 

What kinds of schools do we have? 

Show how public schools have been the greatest 

agency in bringing about woman suffrage. Why 

do many people complain about school taxes? 
Will people be apt to do it as much in the future as 

in the past? Why? 
To what extent is this building open to the public 

as a social center? Might it be used more? How 

and when? 

14. What other services does your city render you? Through 

what agencies? What do you do in return? 

Bibliography 

Nida, William L. — City, State, and Nation. Macmillian Company, 

New York. 1914. 
Hughes. — Community Civics. 
Turkington, Grace A. — My Country. Ginn & Company, Boston. 

1918. 
U. S. Bureau of Education — Money Value of Education. 
McCarthy, Swan, and McMullin. — Elementary Civics. 

B Eighth Grade 

Aim. — To lead the child to see his own vital and personal 
interest in state and nation and to feel that he is, in a very 
real sense, responsible for their welfare. 

1. The people of the community. 

Elements of our population. 

What proportion of the class was born in Los 

Angeles? 
What proportion is foreign born? What nation- 
alities are represented? 



CIVIC AND SOCIAL EDUCATION 117 

What proportion is native born, but of foreign 
parentage? 

What other countries besides England and Hol- 
land settled on the Atlantic seaboard in colon- 
ial times? 

What characteristics, social customs, and habits 
were introduced? 

What need has the United States had of immi- 
grants? 

What differences between people who came to 
northern and those who came to southern 
colonies? 

2. Early types of local government developed in the colonies. 

a. Why does a community need local government? 

b. What are the services which a rural community 

requires of the government? How do they 
differ from the services that the people of a city 
demand of the government? Why? 

c. Do we have anything today like the New England 

town meeting? In New England? In California? 
How do our mass meetings, held to consider com- 
munity affairs, differ from the town meetings? 

d. What were the advantages of the New England 

town meetings? 

e. Is the government of Los Angeles county of the 

township, the county, or the compromise type? 

3. County government. 

a. Los Angeles county. 

What kinds of land does it comprise? Agri- 
cultural, mountain, desert, etc.? 
How large is it? Compare with San Francisco 

county. 
What are its chief products and occupations? 



118 MINIMUM COURSE OF STUDY 

b. The government of Los Angeles county. 

What and where are the chief county buildings? 
Use of each. 

Find out all you can about the board of super- 
visors and their work. Who is the supervisor 
from our district? (If possible, some member 
of the class should interview him in regard 
to the work of the county government, and 
find what features of our county government 
we are most proud of.) 

c. Work which the county does for us, even though 

we live in the city. 

Schools, roads, poor, records, courts, care of 
criminals and juvenile offenders, care of 
natural resources — fish, game, etc.; care of 
agricultural and horticultural products* 

d. Why do we pay county as well as city taxes? 

4. State government. 

a. Origin. 

Different types of colonial government. 
Features of these governments similar to those 

of our states today. 
What did the colonial governments do for their 

people? 

b. Why do we need a state government today? 

What does our state government do for us that 
the local community could not do as well for 
itself? 

Protection: Laws in regard to schools, labor, 
health, property, business; regulation of rates 
for transportation, gas, light, etc.; regulation 
of weights and measures: care of criminals; 
care of afflicted children; supervision of pro- 



CIVIC AND SOCIAL EDUCATION 119 

fessions — doctors, dentists, oculists, lawyers, 
architects, etc.; conservation of natural re- 
sources; care of immigrants. 

What can we do for the state in return for these? 

What state buildings have we? 

Name our governor, our state assemblyman, our 
state senators. How are they chosen? What 
influence can they have on our community life? 
c. Our state constitution. 

Find out when and how it was made. Has it 
been changed since then? How can it be 
changed? 

Find out from the constitution: 
Who are citizens of the state? 
Who may vote in California? 
Who are excluded from voting? 
d. Loyalty to the state. 

Compare our feelings toward the state today 
with that of the colonists toward their colony. 
Why the difference? 

Why did the colonists find it so difficult to give 
the Continental Congress the right to do for 
them some of the services which had been 
rendered by the colonial government or by 
England? 

5. The National Government, 
a. The origin. 

What causes drew the colonists together for 
united action? 

Why was the Second Continental Congress the 
first real national government? 

Why was one needed? What services did it per- 
form for the people during the war? 



120 MINIMUM COURSE OF STUDY 

Why did the people seem to care so little for 

their national government after the war was 

over? 
Did they need a national government then? Do 

we need one today? 
If we had no national government, what do you 

think would have been the result to us during 

this World War? 

b. The Articles of Confederation. 

Why were they drawn up? What are the ad- 
vantages of having a written constitution? 
Why did the articles prove so unsatisfactory? 

c. The Constitution. 

Why and how made? 

Show how it corrected each defect of the Articles 
of Confederation. 

d. Citizenship in the United States. 

Who are American citizens? (See fourteenth 
amendment to Constitution of the United 
States.) Are children citizens? 

What does "losing one's citizenship" mean? 

What are colonists? Are the people of Alaska, 
Hawaii, Porto Rico, the Philippines, citizens? 

Are any American Indians citizens? 

Are there any Chinese or Japanese in this country 
who are citizens? 

Select from the first ten amendments to the Con- 
stitution of the United States what you con- 
sider your five most important rights of 
citizenship. 

What obligations does American citizenship en- 
tail in the citizen? 

How can an alien acquire citizenship? What 
obligations does he assume by doing so? 



CIVIC AND SOCIAL EDUCATION 121 

How did people living in California at the time 
it was acquired become citizens? 

What is meant by democracy? What are its 

advantages? When is it safe? What value 

do we attach to it? What people invented the 

democratic way of living? 

e. What is the national government doing for Los 

Angeles and vicinity? 

Post Office. 

Harbor. 

Regulation of immigration. 

Quarantine. 

Protection. 

Education. 

Regulation of freight and passenger rates. 

Control of large corporations, etc. 
f. Congress. 

Who is our representative in Congress? Who 
are our senators? 

What are some of the things that we want our 
congressmen to do for Los Angeles? Would 
it ever be possible for the desires of a com- 
munity to conflict with the good of the whole 
nation? Give examples. What should be the 
attitude of the congressmen in that case? 

What is meant by the "pork-barrel" theory of 
government? 

What recent laws passed by Congress have af- 
fected California? Los Angeles? 

What other important laws have been recently 
passed or are under consideration? 

To whom would you write for a copy of any 
law that you desired to see? For a report of 
any department of the national government? 



r 



122 MINIMUM COURSE OF STUDY 

g. The national courts. 

What federal judge has jurisdiction in Los An- 
geles? 
Have we need for such a judge? 
Note a few of the matters that might come be- 
fore him. 
What is the relation of state courts to federal 

courts? Why do we need two sets of courts? 
Find out something in regard to the character 

and ability of some member of the Supreme 

Court of the United States. 
h. The president. 

Are we personally interested in the kind of man 

we have for president? 
What are some of the ways in which the president 

can affect our well-being? 
Have we reason to be proud of the men whom 

the people consider worthy of being candidate 

for the presidency? 
What duties do we owe to the president? 
Read some proclamation, message, or address of 

our president. What was its purpose? What 

do you like in it? 
i. What is meant by the statement that our officers 

are the servants of the people? 
Should a man seek office for his own gain and 

advantage? 
In what sense is a public office a public 

trust? 
What must we demand of every person who 

asks us to help him to become a trustee for 

the public? 
When you grow up and seek office what must 

your attitude be? 



CIVIC AND SOCIAL EDUCATION 123 

A Eighth Grade 

Aim. — To develop in the child a realization that the 
problems of his country are his problems, and that he is 
responsible for their solution. 

1. Labor problems. 

a. Effect of the industrial revolution : 

On methods of manufacturing. 

On conditions of work. Danger from accidents. 
Child labor. Why? Employment of women. 
Long hours. Why? Low wages. Machinery 
put many out of work and cheap labor was 
easy to obtain. Laborer had no personal in- 
terest in his work as when he owned the tools 
or had prospect of some day being master 
workman. Today the good workman must 
have personal interest in his work. Many 
skilled workmen had to work at unskilled 
tasks. (Show danger of a man's willingness 
to do work that a machine can do.) Ulti- 
mately the demand for unskilled labor led to 
encouragement of immigration. Laborer and 
employer widely separated instead of living 
and working together. 

On living conditions; crowding of laborers into 
cities; housing problems; sanitation; need of 
parks and public recreation; need of vocational 
training in schools; lack of home life; need 
of juvenile courts. 

On relation of capital and labor; failure to see 
each other's point of view; disputes and 
strikes; violence. 

b. Would it be better to go back to primitive methods 

of production? 



124 MINIMUM COURSE OF STUDY 

c. How is society in local, state, and national com- 

munities endeavoring to solve these problems? 

d. Are any phases of these problems manifested in 

Los Angeles? 

e. How can we help to solve them? 

2. The public land problem. (In connection with western 
emigration.) 

a. What the United States has done with her public 

lands and their natural resources 
Homestead law. 
Gifts to railroads, etc. 

b. Effect of public land policy on development of the 

United States. 

c. Land and other resources still owned by the 

United States. 

Forests, mines, water, water power. 

d. Why the individual citizen is interested in the 

disposal of these. 

e. What the United States is doing for some arid 

regions. Report on one of the great reclamation 
projects. 

f . What the United States is doing for national forests. 

Nearest national forest reserve. How is it cared 
for? Show importance of this reserve to 
people of Los Angeles. 

g. Present policy of the United States in disposing 

of coal lands, oil lands, or other mineral lands. 

Why is California especially interested in this? 
h. Policy in regard to water-power sites. 

California's interest in this. Is it important to 
the individual citizen? 
i. Contrast early emphasis on need for development of 

our resources with present need for conservation. 



CIVIC AND SOCIAL EDUCATION 125 

3. The Monroe Doctrine. (In connection with "New 

Neighbors and New Problems.") 

a. Does the Monroe Doctrine mean just the same 

today that it did in 1823? 

b. Topics for investigation by different pupils. 

How have we applied this doctrine in Santa 
Domingo, in Nicaragua, in regard to the Pan- 
ama Canal, in Haiti, in Mexico? 

c. Why are we personally interested in the interpre- 

tation of the Monroe Doctrine? 

d. Are we more closely connected with, and interested 

in European affairs than we were in Monroe's 

time? 

How have we been involved in the European war? 

e. What is meant by Pan-Americanism? 

How has our attitude toward such republics as 
Argentine, Brazil, and Chile changed since the 
time of Monroe? In what ways have we 
sought their cooperation? 

Some member of class report on the agreement 
to recognize Carranza, or some other matter 
in which we sought cooperation with Spanish 
American republics? 

What was done at the last Pan-American Con- 
ference? 

4. The Tariff. (In connection with the tariff struggle 

1824-1833.) 

a. What is a protective tariff? 

b. What is the difference between a protective tariff 

and a tariff for revenue only? What difference 
in goods on which it is levied? 

c. Why did the North want a protective tariff? Why 

did the South object to it? 



126 MINIMUM COURSE OF STUDY 

d. Suggest three reasons for a tariff on beet sugar. 

Three arguments against it. 

e. What difference does it make to us in our homes 

whether there is a tariff on these things or not? 

f. Did the tariff really injure South Carolina? 

g. What are the ways in which the national govern- 

ment raises money? 

Where and how is tariff collected? Is there a 
custom house at San Pedro? What is meant 
by an internal revenue tax? On what goods 
is it levied? Why? What people have to pay 
income tax? 
5. The spoils system and civil service reform. (In connec- 
tion with Jackson's appointments.) 

a. What officials in the federal government are 

elected? Name as many kinds of appointive 
officers as you can. 

b. If the people elect a president of a certain party, 

why does this not mean that they would like men 
of the same party put in all these appointive 
places? 

c. What is meant by the spoils system? The merit 

system? 

Which is more democratic? Why? 

d. What are the evil effects of the spoils system? 

e. What officials in Los Angeles have to take exam- 

inations under the national civil service com- 
mission? 

f. Have we a civil service commission? What city 

officials have to pass an examination before ap- 
pointment? 

g. Are we personally interested in having appoint- 

ments in the post office or the police department 
made according to merit? 



CIVIC AND SOCIAL EDUCATION 127 

h. Do you expect to take a civil service examination? 
How could you do it? What possibilities of ad- 
vancement might this open to you? 

6. Bank (In connection with Jackson and the bank.) 

a. In what ways does a bank serve the community? 

Show how it serves the person who wishes to 
save and the person who wishes to engage in 
some productive enterprise. 

b. What are the qualities necessary for a banker? 

c. How are we interested in having the banking busi- 

ness regulated by the government? 

d. What was the trouble with the state banks of Jack- 

son's time? 

e. Why was Jackson opposed to the national bank? 

Could he use the same arguments against the 
national banks today? 

(A committee from the class might interview 
banker on this point.) 

7. Admission of new states. (In connection with com- 

promise of 1850.) 

a. How do conditions in California in 1849 prove the 

need of government in a community? 

b. Did California have a territorial government? 

Why? 

c. What territories does the United States own to- 

day? How are they governed? 

d. Is there any territory with no self government? 

Why? 

e. What privileges of citizenship would your father 

lose by moving to Alaska? Would you lose any 
by so doing? 

f . How could Alaska become a state? 



128 MINIMUM COURSE OF STUDY 

8. Influence of economic interests on ideas and conduct. 

(In connection with slavery struggle.) 

a. How did slavery have so much stronger a hold 

upon the South than upon the North? 

b. Were the Southerners sincere in their belief that 

slavery was right? Why did they believe it? 
(Not one Southern soldier in ten owned slaves.) 

c. Why has it taken so long to awaken modern man- 

ufacturers to the necessity of abolishing child 
labor, for establishing a reasonably short working 
day, good conditions of labor, a system of com- 
pensation for accidents? 

d. Is it necessary for every citizen to be on his guard, 

lest he allow what he considers his own private 
interests to influence him against the good of 
his community? Give examples. 

e. In the long run, does the individual gain by some- 

thing which injures the community? 
Was the Southern planter better off with slavery 

than he would have been with paid labor? 
Is the manufacturing plant which employs children, 

or works its employees too long, or too hard, or 

at too low a rate of pay, really prosperous? 
When the majority of members of a community 

decide on a reform, have they a right to force 

it upon the rest? 

9. Political parties. (In connection with rise of Repub- 

lican party.) 

a. Why are parties necessary? 

b. What are duties of opposition party? 

c. What qualities are needed by a citizen in order 

that he may serve his country as a member of a 
party? 



CIVIC AND SOCIAL EDUCATION 129 

d. Can he develop any of these qualities in the school- 

room? 

e. Must we always uphold the things our party stands 

for? Is it ever right to change one's party? 

f . What qualities are needed in a great party leader? 

Did Lincoln possess these qualities? Must those 
whom we are willing to make our leaders on the 
schoolgrounds or in the schoolroom, have these 
qualities? 

g. What are the chief national parties at the present 

time? 

Name something for which each stands. 
h. Why is the formation of a new party sometimes 
necessary? Was a new party needed when the 
Republican party was formed? Has any new 
party been organized lately? For what did it 
stand? 
10. Patriotism. (In connection with the Civil War.) 

a. Why do we honor the memory of those who fought 

for their country? Did they serve for the pay, 
for a pension, or for honor to themselves, or was 
it because their country needed them? Was 
there real sacrifice and suffering involved? 

b. Were there true patriots on the Southern side, too? 

Do we honor their memory also? 

c. Can citizens today serve their country with just 

as much patriotism as these soldiers did? Can 
we show just as much patriotism when there is 
no war? 

d. What is moral courage? Does the community need 

citizens who possess it? Can we develop it in 

school? 

(Read "The Army of Peace" — Cabot — 

"Course in Citizenship" — p. 229.) 



130 MINIMUM COURSE OF STUDY 

e. Whom do you consider our greatest military hero? 
Our greatest hero of peace? What qualities 
of heroism did each manifest? Narrate the 
circumstances. 

11. Regulation of transportation. (In connection with de- 
velopment after the Civil War.) 

a. What great service does the railroad render us? 

b. What power is a railroad in a community? Why 

must this power be regulated by the community? 

c. What are some of the evils that arose before the 

state and national governments attempted to 
regulate the railroads? 

d. What powers have our State Railroad Commission 

and the National Interstate Commerce Commis- 
sion over the railroads? Why do we need both? 
How can each effect the welfare of the citizens 
of Los Angeles? 

e. Why are we interested in having these commis- 

sions deal fairly with the railroads? In having 
them make the railroads give reasonable rates? 
Would it be to our advantage to have them 
set rates at which the railroads could not make 
a profit? 

f. What have national and state governments done 

for the railroads? What do they owe in re- 
turn? 

g. Do any countries own their own railroads? Do 

any cities own their street car lines? Would 
this be a good idea for the United States? For 
Los Angeles? What would be some of the ad- 
vantages? Disadvantages? Find out all you 
can about government control of the railroads 
during the war. 



CIVIC AND SOCIAL EDUCATION 131 

12. Government regulation of industry. (In connection 

with problems from industrial growth.) 

a. Review what our state and city governments have 

done to regulate conditions in industries. 

b. What advantages have arisen from the formation 

of corporations to do business on a very large 
scale? What evils have often resulted? 

c. Why must the correction of these evils be largely 

a national affair? 

d. What is the Federal Trade Commission? What is 

it attempting to do for large corporations and 
for the community? 

e. Are we personally interested in the regulation 

of large business interests? Do these interests 
owe anything to the community? Why? Does 
the community owe them fair treatment? Have 
they done a real service in the community? 
How? 

13. Immigration. (In connection with problems from 

industrial growth.) 

a. European. 

What have been the chief causes of immigration? 

What need has the United States had of im- 
migrants? In factories, machine shops, rail- 
roads, canals, mines, farms? 

What was the attitude of the United States to- 
ward immigration during the Civil War? Why? 

What nationalities came in greatest numbers 
up to the 80's? What countries have con- 
tributed most of our immigrants since then? 

How has the attitude of the United States to- 
ward immigration changed? Why? What is 
the attitude of the labor unions? Why? 



132 MINIMUM COURSE OF STUDY 

In what ways is European immigration a prob- 
lem? Effect on wages, social conditions, 
crime, housing problems, schools, health? 

What immigrants are excluded? 

Do we still need the immigrant? Should more 
be excluded? What is the literacy test? The 
percentage plan? Does the later (now incor- 
porated in the law) exclude the immigrant 
we do not desire and permit the others to 
enter? 

What is meant by calling the United States the 
melting pot of the nations? What can Amer- 
ican civilization gain from the Greek, the 
Italian, the Pole, the Russian? 

At what port do most of our immigrants enter? 
Where is Ellis Island? What is it? Find out 
as much as possible about the treatment of 
immigrants there. Is there an immigrant 
station at San Pedro? 

What must the government do for the immi- 
grant? Prevention of fraud and abuse. (Read 
latest report of California's Commission on 
Immigration and Housing, and see what 
California is doing in this respect.) Bureaus 
of information, employment bureaus, edu- 
cation (day schools, night schools, civic 
leagues, etc.). What provisions should be 
made for immigrants in night schools? 

How can children help solve the immigrant prob- 
lem? (Courtesy and aid to immigrant chil- 
dren in school; appreciation of the contribu- 
tions that immigrants are making to our 
civilization.) 



CIVIC AND SOCIAL EDUCATION 133 

b. Oriental Immigration. 

How does this problem differ from that of Euro- 
pean immigration? Is naturalization of Chi- 
nese and Japanese permitted? Why? 

What has been done to solve the problem? 
What law have we regarding Chinese immigra- 
tion? Is there a similar law regarding Japan- 
ese immigration? What is the "Gentlemen's 
Agreement" with Japan? What is the Alien 
Land Law of California? Who controls immi- 
gration? 

Have we a Japanese problem in Los Angeles? 
What are the Japanese contributing to the in- 
dustrial development of Los Angeles? 

14. Our Foreign Relations. (In connection with problems 
from commercial rivalry.) 

a. Our diplomatic service. 

Of what it consists. 

Work of our ambassadors and ministers. 

b. Our consular service. 

Purpose. 

What our consuls do for us. 

c. Need of justice and fair dealing in foreign relations. 

How has the world's idea of diplomacy changed? 

Has the United States a reputation for fair deal- 
ing? What questions of fair dealing have 
come up in respect to the Panama Canal? Co- 
lumbia? Question of tolls? How have we 
treated China and Japan? Open door. Box- 
er affair, Perry. Review our relations with 
South America and Mexico. What are our 
trade relations with those countries? Discuss 
questions that brought the United States into 



134 MINIMUM COURSE OF STUDY 

the World War. How is the United States 
living up to her previous reputation for fair 
dealing? Discuss the League of Nations, 
d. Problem of preparedness. 

Show the need of military preparedness. What 
protection has Los Angeles against invasion 
by land or sea? 

15. Education. 

a. Why needed for solution of all our problems? 

b. What the United States is doing to aid education. 

Gifts of land, bureau of education, department of 
agriculture, re-education of maimed soldiers, 
Student Army Training Corps. 

c. What the state is doing. 

d. What county and city are doing. 

e. What great opportunity each one of us has to help 

here in the solution of all our problems of citizen- 
ship. 



ENGLISH 

PART ONE — COURSE OF STUDY 
Aim 

The aim of language teaching in the grades is twofold: 
(1) to train the children to speak and write clearly, correctly, 
and, as far as may be, effectively; (2) to teach them to hear 
and read intelligently. 

It is obvious that only a limited amount can be accom- 
plished in either of these directions. To discover the limit 
that every normal child of English-speaking parents may 
reasonably be expected to reach and to adapt the means to 
this end is the one important language problem of the ele- 
mentary school. Its solution requires a careful study of 
children's language needs, the elimination of all non-essentials 
from our courses of study, and such a presentation of essen- 
tials as to emphasize habit-forming, not abstract knowledge. 

To determine absolutely the minimum attainment possible 
in English in the elementary school requires further study of 
children in relation to the language problem. But in the 
present state of our knowledge, it would appear that at the 
end of the eighth grade every normal child of English-speak- 
ing parentage should be able : 

1. To speak simply and clearly in conversation or informal 

discussion, without glaring violations of good usage. 

2. To talk for two or three minutes before his classmates 

on a topic previously prepared, organizing his material 
well, using clear, complete sentences, standing prop- 
erly and speaking distinctly and easily. 

3. To write a page of ordinary theme paper on a subject 

interesting and familiar to him, making few, if any, 

135 



136 MINIMUM COURSE OF STUDY 

errors in paragraphing, sentence structure, grammar, 
spelling, punctuation, or capitalization. 

4. To write a friendly letter or a simple business letter in 

good form and in a courteous manner. 

5. To read understandingly subject matter of ordinary 

difficulty, expressed in simple present-day English. 

In the following course of study, these five requirements 
have been kept in mind as the minimum essentials — the 
things that must be accomplished. At the same time, the 
course is flexible enough to provide opportunity for those 
pupils who can do more. 

First Grade 

Aim. — To have children talk naturally and easily about 
common things and about experiences and observations 
interesting to them, speaking distinctly in a natural tone of 
voice, and using short, simple sentences with few "ands." 

To eliminate a few of the errors of speech common to six- 
year-old children the country over, and also, in any particular 
locality, those peculiar to the children of that locality. 

To develop, through conversation and story-telling, a 
vocabulary sufficient for the speaking and reading needs of a 
first-grade child. 

Subject Matter. — 

Oral Language 

1. Conversing upon and discussing subjects growing out of 
such interests and projects as children naturally talk 
about. 1 

1 Children should be encouraged to talk in complete sentences, 
but not so insistently as to destroy spontaneity. 

In their short stories, composed by the class and by individuals, 
there can be a beginning in orderly sequence of thought through the 
teacher's guidance to this end. 



ENGLISH 137 

Suggestive List 

Home life — work, play, and family life. 

School life — teacher, classmates, play, and lessons. 

Good manners in social life — in the family, at school, 
on picnics. (Correlation with course in civic and 
social education.) 

Morals — ■ love of members of the family, kindness to 
animals, and making peace after a quarrel. (Corre- 
lation with course in civic and social education.) 

Familiar animals — pets and animals of the circus, zoo, 
and farm. 

Toys — especially at the Christmas season. 

Holidays and vacation days — excursions and good 
times, country life, the seashore. 

The world of work — common trades and occupations. 

Pictures — particularly of animals and children at play. 

Health — cleanliness and care of body. (Correlation 
with course in hygiene.) 

2. Story-telling. 1 One short story a month for reproduction 

and dramatization; at the end of the year each child 
should be able to tell at least two stories well. 

3. Memorizing of verse. 1 

4. Good usage 2 by means of language games and incidental 

instruction. 

B First Grade 

a. Verbs: see, eat, run. 

b. The correct use of an and a. 

c. Eradication of ain't. 

1 Lists of stories and poems for this and the following grades will be 
found in the report on Reading and Literature. 

2 One flagrant error should be given daily remedial attention for a 
week or more through language games of a few minutes' duration. 



138 MINIMUM COURSE OF STUDY 

A First Grade 

a. Verbs: do, come. 

b. Agreement of is and was with subject. 

c. The following common errors of speech to be erad- 

icated: ain't got, it's me. 

d. Mispronunciations: chimbly, Saniy Claus. 

5. Independent study. 1 

B First Grade 

a. Word cards with pictures on one side for independ- 

ent study and self-correction; the A and An 
picture card game to be given special attention. 

b. Sentence games — Sentences with blanks to be 

filled in by use of word cards or picture cards. 

A First Grade 

a. Word cards for labeling or for recognition inde- 

pendent of pictures. Pictures or objects on in- 
dividual tables or sand table for labeling as 
follows : 

(1) The paper doll with its varied wardrobes. 

(2) The doll house with its appurtenances. 

(3) Toys. 

(4) Animals of the farm, circus, or zoo. 

b. Sentence games. 

(1) Dissected sentences composed by the class 
during the oral language lessons and 
adapted for seat work after constituting a 
reading exercise. 

1 Content of material should be thoroughly familiar through pre- 
vious oral language and reading lessons. 



ENGLISH 139 

(2) Lines of familiar nursery rhymes and verse 

with word cards and phrase cards for 
matching. 

(3) Games based upon exercises listed above 

under "Good usage." 

Written Language 

A First Grade 

Observing the mechanics of printed and written language. 

1. Capitals at the beginning of sentences. 

2. Capitalization of the initial letters of the child's name; of 

the pronoun /. 

3. Periods and question marks at the ends of sentences. 

Observed first on the printed page of the readers; 
second, in the teacher's writing on the blackboard. 



Second Grade 

Aim. — To have children think constructively, not only 
about what they are going to say, but about how they are 
going to say it. Pupils to hold the attention of their audience 
by interest and good delivery — good standing position and 
distinctness of speech important considerations. 

To work perseveringly for the extermination of certain 
errors of speech listed below under "Good usage." 

To begin spelling and written language very simply at 
the blackboard only. 

Continuation Work. — To have children talk more freely 
and at greater length both in conversation and before the 
group about common things and experiences and observa- 
tions interesting to them. 

The long rambling sentence with and to be tabooed; 
watchfulness against the excessive use of then. 



140 MINIMUM COURSE OF STUDY 

Subject Matter. — 

Oral Language (90%) l 

1. Conversation and discussion upon topics growing out 
of the children's interests and projects. 

Suggestive List 

Home life — work, play, family life, meals, clothes. 

School life — teacher, classmates, lessons, play, and 
the playground. 

Polite behavior in social life — in the family, among 
friends, at school. (Correlation with course of 
study in civic and social education.) 

Out-of-doors — the earth and various forms of plant 
and animal life, the sky by day and by night, 
different seasons. 

Morals — obedience and truthfulness, work and help- 
fulness, being fair at play. (Correlation with 
course of study in civic and social education.) 

Familiar animals — pets, and animals of the circus, 
zoo, and farm. 

Holidays and vacation days — excursions and good 
times. 

1 Continue practice in the use of the short simple sentence. Require 
a specific number of statements about things to this end and to break 
up the "and" and "then" habits. Children should count the sentences 
in their readers and in short stories read by the teacher. 

In cooperative story-telling the teacher should call attention to 
order in the sequence of events. Summaries by individual children 
will develop organization in story-telling. Besides actual experiences 
and personal observation by the children, other sources will be the 
experiences of other people, books, and pictures, especially moving 
pictures. There should be close correlation of language with all sub- 
jects of the curriculum for describing things, telling how to make and 
do things, etc. A class book of original stories is recommended. 



ENGLISH 141 

The world of work and the workers — ■ trades and 

occupations of various kinds. 
Pictures — particularly of animals and children at 

play. (Correlation with course of study in hygiene.) 

2. Story-telling. Review of some of the stories of the pre- 

vious year; the average one story a month for repro- 
duction and dramatization. Each child should add 
at least five stories to his stock. 

3. Memorizing of verse. 

4. Good usage by means of language games and incidental 

instruction. 

B Second Grade 

a. Verbs: 

Continuation work — see, do, eat, come, run. 
New verbs — get, give, throw, catch. 

b. Common errors: 

Continuation work — correct use of a and an; agree- 
ment of is and was with subject; work against ain't, 
ain't got, it's me. 

New work — work against the following errors : 
I dunno; hasn't got; haven't got. 

A Second Grade 

a. Verbs: 

Continuation work — see, do, eat, come, run. 
New verbs — go, bring, grow, draw. 

b. Common errors: 

Continuation work — use of a and an; agreement 
of is and was with subject; ain't, ain't got, it's me. 

New work — my brother and me; my brother, he; you 
was. 



142 MINIMUM COURSE OF STUDY 

Written Language (10%) l 

1. Spelling. The words for spelling may be taken from 

Ayres's list and the words of the phonics lessons and 
rhyming games. Add interesting phonetic words 
easy to spell from the oral vocabularies of the children, 
but only those which function in their written sen- 
tences. Both list and context study for all words. 

2. Mechanics. Observation on the printed page and in the 

teacher's writing on the blackboard, followed by use. 

B Second Grade 

a. Capitalization and punctuation of simple state- 

ments and questions. 

b. Capitalization of the pronoun I. 

A Second Grade 

a. Capitalization of names of persons and animals. 

3. Types of Written Exercises. 

B Second Grade 

The writing of short simple sentences. Orginal com- 
positions of three or four sentences, individual or cooperative, 
adapted to the reading ability of the children, should be 
written on the board by the teacher, thus correlating reading 
with oral language. 

A Second Grade 

Little stories, consisting of two or three simple sentences, 
and simple verse, like that of Stevenson and of Christina Ros- 
setti, may be copied. Original composition, also, adapted to 
the writing and spelling ability of the children, may be used 
for copying. 

1 Written language in this grade is limited to blackboard work. 



ENGLISH 143 

Guessing games, describing something or telling what "it" 
does, invite the use of short, clean-cut sentences and break up 
the and and then habits. These should be given orally at 
first, written on the board by the teacher and then copied by 
the children. 

4. Independent study 

B Second Grade 

a. Spelling lists and very simple sentences. 

b. Word and sentence card games. 

A Second Grade 

a. Rhyming games at blackboard and at seats. 

b. Pictures and word study correlated with original story- 

telling from suggestive questions. 

Third Grade 

New Aim. — Closer correlation with geography, history, 
civics, hygiene, social education, and other subjects of the 
daily program. Constructive practice upon specific forms 
of "Good usage," as listed below: 

Continuation Work. — To train children to talk freely in 
conversation and before the group, in an interesting manner, 
on topics related to child-life, its environment and ex- 
periences. 

To insist upon good position, a natural speaking tone, and 
distinct articulation. 

To encourage the use of good simple sentences; also, good 
arrangement of thoughts. 

To aid the children, through conversation and literature, 
in acquiring a reading and speaking vocabulary sufficient 
for their needs. 

To keep the imagination of early childhood continuously 
active by original story-telling. 



144 MINIMUM COURSE OF STUDY 

Subject Matter. — 

Oral Language (75%) 

1. Conversation and discussion on subjects growing out 

of the children's interests and projects. 

Suggestive List 

Home life and school life — work and play, pets, toys, 

games, lessons, pictures, etc. 
Social education — the Golden Rule and fair play; 

working together and ways of service; perseverance 

and good work; respect for authority; loyalty. 

(Correlation with course of study in civic and 

social education.) 
Wider environment — nature and seasonal changes; 

outings; modes of travel and sights; city life and 

country life; animals of the circus, zoo, and farm; 

the world of work. 
The nation's holidays and local celebrations. 
Health — cleanliness, food, and drink. (Correlation 

with course of study on hygiene.) 

2. Story-telling. Reproduction of short stories; original 

story-telling about pictures, make-believe friends, in- 
teresting experiences, etc. 
Dramatization continued. 

3. Other forms of oral expression. Describing what has 

been seen, telling how to make and do things, giving 
directions to go to well-known places of interest. 

4. Good usage by means of language games and incidental 

instruction. 

Tr i B Third Grade 

a. Verbs: 

(1) Cumulative review — see, do, eat, come, run, go, 

get, bring, give, throw, grow, draw, catch. 

(2) New verbs — ■ sing, take, begin, tear, drink. 



ENGLISH 145 

b. Common errors: 

(1) Verb errors: seen for saw; had saw for had seen; 

is for are; was for were; ain't for am not; isn't 
for aren't; ain't for hasn't; done for did; went 
for gone; et for ate; give for gave; brung for brought. 

(2) Pronoun errors: me and my brother; Frank and me; 

them for these. 

(3) Miscellaneous errors: redundant use of got; my 

father, he. 

(4) Mispronunciations: ketch, kin, git, readin', nothing 

etc. 

a. Verbs: A Third Grade 

(1) Cumulative review — ■ see, do, eat, come, run, go, 

get, bring, give, throw, grow, draw, catch. 

(2) New verbs — write, know, learn, lie, sit. 

b. Common errors: 

(1) Verb errors: seen for saw; had saw for had seen; 

is for are; was for were; ain't for am not; isn't 
for aren't; ain't for hasn't and haven't; done for 
did; went for gone; et for ate; can for may; give 
for gave; learn for teach; brung for brought. 

(2) Pronoun errors: it's me; it's her; it's him. 

(3) Miscellaneous errors: haven't got no; that there 

house. 

(4) Mispronunciations: ketch, kin, git, readin', nothin', 

etc. 

Written Language {25%) 
B Third Grade: 

Aim 

To train beginners in written composition to use simple 
and correct language, and to spell, capitalize, and punctu- 
ate properly what they write. 



146 MINIMUM COURSE OF STUDY 

Subject Matter 

1. Content: 

Topics discussed and stories told in oral language 
lessons which lend themselves, from the standpoint 
of spelling and technicalities, to written composi- 
tion. (Teacher's model or cooperative class para- 
graph or story.) 

2. Expression: 

Short paragraphs of three or four sentences without 
titles. 

Simple unrelated sentences for drill upon new techni- 
calities and those which the common errors of the 
children indicate a need for, 

3. Mechanics of composition: 

a. To indent the first line of a paragraph. 

b. To begin sentences with capital letters; to write 

with capitals special names of persons and 
animals. 

c. To punctuate statements and questions correctly. 

4. Spelling: 

The words for this grade may be taken from the 
Ayres's list and the words of the phonics lessons and 
rhyming games; add interesting phonetic words 
easy to spell; also, words from the oral language 
lessons, but only those words which the children 
will have need for in their written language work. 

Homonyms: to, two. 

A Third Grade: 

Aim 

To teach the children to write their language exercises 
on paper. 



ENGLISH 147 

Subject Matter 

1. Content: (Same as in B third grade.) 

2. Expression: 

Short paragraphs with titles. 

Simple unrelated sentences for drill upon new techni- 
calities and those which the common errors of the 
children indicate a need for. 

Letter writing: Only salutation and closing phrase; 
no heading. 

3. Mechanics of composition: 

a. To learn to head a paper with name, date, and 

title; to leave margins of the proper width. 

b. To capitalize the first and important words of a 

title: to write with capitals special names of 
places; names of days and months (only those of 
simple spelling), name of home town, name of 
native state, and child's own school; to write 
the child's address correctly; to begin lines of 
poetry with capitals. 

c. To punctuate statements and questions correctly; 

to put periods after abbreviations of days, 
months, and native state, after Mr., Mrs., and 
St.; to put exclamation marks after exclama- 
tions; to use the apostrophe in common contrac- 
tions. 

4. Spelling: (as in B third grade). 
Homonyms: there, their. 

5. The following types of work with aims as stated: 

a. Copying, to initiate good habits in written com- 
position, and to train in copying by phrase and 
sentence units. 



148 MINIMUM COURSE OF STUDY 

b. Dictation for attention, for skill, and as a test of 

spelling, capitalization, and punctuation. 

c. Reproduction, for greater independence in writing 

a short paragraph of related sentences and in 
using correctly the mechanics involved. 

Fourth Grade 

Aim. — Since this is the psychological period for the ac- 
quirement of mechanical skill, the formation of habits of 
correct speech and the correct use of the mechanics of written 
composition should be the large aim. 1 

Oral Language (50%) 

Aim. — To encourage live discussion at greater length, 
guarding against tiresome garrulousness. 

To stress the use of short, crisp sentences, versus the 
rambling statement with many connectives, and to work 
for variety of expression and a growing vocabulary. 

To train for better organization in all discussion, coopera- 
tive or individual. 

To insist on good position and good delivery. 

Subject Matter. — 

1. Conversation and discussion on topics of vital interest to 
the children: 

Suggestive List 

Correlation with all school lessons which are real proj- 
ects of children of this age; also, with play on the 
playground, team play in particular. 

1 Put the language work of this grade more fully on the project basis, 
thereby acknowledging the active, practical turn of mind of the pupils, 
the boy in particular, and correlating the language work with real needs 
and interests. 



ENGLISH 149 

Duties of home life; in-door and out-door sports 

and amusements. 
World workers who minister to our needs — ■ the baker, 

grocer, iceman, postman, cobbler, etc.; modern 

trades and laborers in them. 
Reports of observations of familiar plant life and 

animal life in the immediate environment; of other 

forms and phases of nature. 
Situations and experiences which illustrate familiar 

proverbs. 
Team work and service, as of the Boy Scouts. 

Suggested Types of Work 

Telling interesting experiences; describing animals, 
persons, places, and things; giving directions how 
to go to well-known places of interest; telling how to 
make or do things. 

Dramatic rendering whenever the topic lends itself 
to personification or dialogue. 

Simple arguments on questions of common interest 
to the class. 

Drills in finding words iu small dictionaries. 

2. Story- telling: 

Stories for this grade should include the lives and 
deeds of great national characters, leaders, and 
heroes of the race in history and in the masterpieces 
of literature, thus extending the child's ideals to 
broader fields. 

Suggested Types of Story-telling 

Reproduction of the story by the class or by in- 
dividuals. 
Original endings of stories begun. 



150 MINIMUM COURSE OF STUDY 

Imaginary autobiographies; e.g., of a penny, a grain 

of wheat, a dog. 
Stories in which animals are personified, suggested by 

the classic fables. 
Original stories suggested by pictures. 

3. Memorizing poems. 1 

4. Good usage by language games and incidental instruc- 

tion; also by drills, for which this is the psychological 
period. 

a. Verbs: B Fourth Grade 

Cumulative review — especially of see, do, come, go, 
and their past forms; also of eat, run, get, bring, 
take, lie, sit, begin, tear, and drink. 
New verbs — blow, stay, fall, break, dig, ride, fly, and 
ring. 
b. Common errors: 

(1) Verb errors: got for have; drownded for drowned; he 

come; he run; he give. 

(2) Miscellaneous errors: I was to school; I stayed 

to home; off him; good for well; their selves; mad 
for angry; introductory well, why, and so. 

(3) Mispronunciations: youse, onct, hurled, gimme, 

lemme, hisself, his'n, busted, cuz (for because). 

a. Verbs: A Fourth Grade 

Cumulative review — especially of see, do, come, go, 

and their past forms; also of eat, run, get, bring, 

give, throw, grow, draw, catch, sing, write, know, learn, 

take, lie, sit, begin, tear, and drink. 
New verbs — set, lay, speak, steal, win, swim, wear, 

choose, and rise. 

1 Lists of stories and poems for this grade and all the others will 
be found in the report of the Committee on Reading and Literature. 



ENGLISH 151 

b. Common errors: 

(1) Verb errors: don't for doesn't, hadn't ought for 

ought not, got to go, they went and took, goner for 
going to, ask for asked, he says. 

(2) Miscellaneous errors: do like I did, I am all better, 

the boat what I went on, I can't find it nowhere, 
never gave, awful for very, who for whom, lots for 
many or much. 

(3) Mispronunciations: nobuddy, liberry, pitcher for 

picture, haf ter for have to. 

B Fourth and A Fourth Grades 
a. Continuation work to habit stage : 

(1) Verb errors: is for are and was for were, ain't and 

ain't got, can for may, learn for teach. 

(2) Pronoun errors: it's me, it's her, it's him, me and 

my brother, Frank and me, them for those. 

(3) Miscellaneous errors: redundant use of got; my 

father, he; haven't no; that there house; keep care of. 

(4) Mispronunciations: ketch, kin, git, reading nothin' , 

I dunno, etc. 

Written Language (50%) 

Aim. — To acquire skill in using the mechanics of written 
composition. 

Continuation Work. — Have pupils use only those words 
and those technicalities of composition with which they are 
familiar and which they can use correctly because of pre- 
paratory drill. 

Provide sentences and models to this end for study and 
copying or dictation. 

Make the work progressive and cumulative by constantly 
adding new words and language elements and by reviewing 
the old. 



152 MINIMUM COURSE OF STUDY 

Provide the following types of work with aims as stated: 

1. Copying by phrase and sentence units versus the word 

habit, for increase in speed. 

2. Dictation, for attention, for skill, and as a test of spell- 

ing, capitalization, and punctuation. 

3. Reproduction, for greater independence in writing a 

short paragraph of related sentences and in the correct 
use of the mechanics involved. 

4. Original paragraphs on subjects related in kind to those 

of the models studied, and also on the other subjects 
of vital interest to the writers. 

Subject Matter. — 

1. Content: 

To be found in the oral language lessons, other lessons 
of the school program, projects of the children, their 
varied environments, the experiences of others, 
books, etc. 

2. Expression: 

Longer paragraphs with greater unity and greater 
variety in sentences. 

Simple unrelated sentences as context for use of vocab- 
ulary and other language elements. 

B Fourth Grade 
Continuation of simple letter writing without headings. 

A Fourth Grade 

Letter writing of the friendly, social kind: short notes 
and post cards, well written and correct in all details. 



ENGLISH 153 

3. Mechanics of composition: 

B Fourth Grade 

a. Capitalization: Holidays, not seasons. 

b. Punctuation: Special attention to question marks ; 

to hyphen in divided words. 

c. Abbreviations and contractions: I've, I'll, isn't, 

wasn't. 

A Fourth Grade 

a. Capitalization: Geographical names; titles of 

relationship: various parts of a letter. Prepare 
for simple direct quotations by observation and 
discussion of them in print. 

b. Punctuation: Special attention to exclamation 

marks; to letter forms; to comma in series; to 
apostrophe in possessive singular. 

c. Abbreviations and contractions: won't, wouldn't, 

Dr. 

B Fourth and A Fourth Grades 
Continuation Work 

a. Heading, margins, and indentation. 

b. Capitalization: Sentences; composition titles; 

names of persons, animals, and places; names 
of days and months (of simple spelling); child's 
address; child's own school; lines of poetry. 

c. Punctuation: of statements and questions; of ab- 

breviations of days, months, years; after Mr., 
Mrs., St.; exclamation mark after exclamations 
and the possessive singular through observation. 

4. Spelling: 

a. Ayres's spelling scale and words needed in corre- 
lation with all written exercises; mastery of 



154 MINIMUM COURSE OF STUDY 

former required, but not of latter, which may 
be put on the blackboards as an aid to children. 
b. Homonyms: Continue practice upon there, their; 
to, two, too. 

Fifth Grade 

Aim. — To encourage "the spontaneous impulse to speak, 
write, recite, debate, and declaim" through both independent 
and directed practice. 

To master the mechanics of simple letter writing. (A 
fifth grade.) 

To develop some skill in the use of a small dictionary. 

Continuation Work. — To base the language work upon 
social projects related to nature, school, and home. 

To work consciously for good arrangement in composition, 
a large vocabulary, variety in sentences, and the elimination 
of common errors of speech. 

Subject Matter. — 

Oral Language (50%) 
1. Conversation and discussion. 

Suggestive List 

Other school studies — geography and agriculture, 
history and literature, handwork and art, etc., to 
supply subjects and knowledge. 

Current events and school and local interests to furnish 
topics for live discussions, arguments, and short 
informal debates. 

Fields of child experience and imagination to afford 
dynamic material. 

Heroes, living and dead — everyday heroes; self sacri- 
fice; fearlessness; perseverance; overcoming difficul- 
ties. 



ENGLISH 155 

Suggestions : — Use the foregoing material for story- 
telling, describing, and telling how to make and do 
things. 

Make the topics specific and narrow rather than broad. 

Have pupils make simple outlines for practice in orderly 
arrangement of content, stressing good beginnings 
and good endings. 

Make every oral lesson a language lesson, thus correlat- 
ing language with all other subjects on the school 
program. 

2. Story-telling and dramatization in correlation with 

literature and history. 

Suggestion: Organization of a story-tellers' club. 

3. Memorizing poems. 

4. Word study: Through reading books and magazines 

and listening to discussions, and through special 
study of practical vocabularies in connection with 
common everyday interests and with subjects of 
study. 

5. Good usage by language games, incidental instruction, 

and drills. 
Continue training in correct use of verbs and pronouns 

and against colloquialisms and mispronunciations, 

based upon the specific common errors of pupils in 

class. 
Use the positive method rather than the negative. 

Written Language (50%) 

1. Content: 

a. Any and all topics listed for oral language. 

b. Letters, notes, and postcards. 

2. Expression: 

Daily practice is recommended. The following types 
of exercises are suggested: 



156 MINIMUM COURSE OF STUDY 

B Fifth Grade 

a. Copying — for ever-increasing skill and accuracy. 

(Civil-service examiners report more failures in ac- 
curacy and speed in copying than in any other test.) 

b. Dictation in and for itself as a skill demanded in life, 

and also to test the language forms,, spelling, and 
technicalities of composition already taught. 

c. Reproduction: 

(1) Topics exploited in literature, history, and geog- 

raphy periods. 

(2) Stories and information gleaned from books. 

d. Original composition, the supreme test of the power 

of expression: 

(1) Little stories of real or imaginary happenings, 

and simple explanations and descriptions. 
(See "Suggestions" above.) 

(2) Letter writing: 

(1) Letters, notes, and post cards for copy work. 

(2) Social notes and letters, holiday and birth- 

day greetings, vacation post cards, in- 
formal invitations, real letters to real 
people. 

A Fifth Grade 

a. Continue exercises in copying, dictation, and repro- 

duction. 

b. To forms of original composition used in B fifth 

grade, add dramatization of familiar stories from 
literature and history. 

c. In letter writing, stress simple business letters, as, 

orders for magazines or papers, requests for cata- 
logues, notices of change of address. 



ENGLISH 157 

Recommendation : — A press club as an auxiliary to a 
literary society, with a school paper in manuscript or 
in printed form as its project. 

3. Mechanics of composition : 

B Fifth Grade 

a. Capitalization of proper nouns. 

b. Capitalization and punctuation of letter forms; 

heading, salutation, and conclusion; also super- 
scription on envelope. 

c. Titles of relationship and office. 

d. East, West, etc., when they name sections of a 

country, not directions. 

e. Simple quotations. (Minimum amount of time 

and attention to this.) 

f. Common abbreviations, such as those of months, 

states, and titles of office. 

g. Comma in a series, between city and state, after 

word of address, after yes and no. 
h. Apostrophe in contractions which are common to 

written expression: we're not, they're not, you're 

not, I've, don't and doesn't, can't, what's, that's^ 

won't, couldn't, wouldn't, o'clock. 
i. Possessive singular, 
j. Possessive plural. 

i. Spelling: A Fifth Grade 

a. Ayres's spelling scale and words needed in correla- 

tion with all written exercises; mastery of former 
required, but not of latter, which may be put 
upon the blackboard to aid the children, or 
looked up in the dictionary. 

b. Continue drills upon homonyms: their, there; 

two, to, too. 



158 MINIMUM COURSE OF STUDY 

Sixth Grade 

Oral Language (50%) 

Aim. — To train every pupil to talk for a few minutes in an 
interesting and logical way, using good enunciation and 
clean-cut sentences, devoid of the common errors of speech: 
and to read silently once and then reproduce a short, simple 
story, an item of news, or a paragraph of information. To 
make good position and delivery habits associated with all 
oral expression. 

Subject Matter. — 

1. Conversation and discussion : 

Suggestive List 

Correlation with other school subjects. 

Observation of local happenings and seasonal changes. 

Current events for discussion, argument, and short 

informal debates. 
Work and play at home, at school, and in the world. 
Stories from history and literature for telling and 

dramatization. 
Original stories. 
Pictures. 
How to make and do interesting things; clear and 

concise directions as to how to reach places of local 

interest. 

2. Special topics for interesting vocabularies and word 

study : 

B Sixth Grade 

Industries; inventions; city life and country life; animals 
of farm, circus, and zoo; travel by car, train, and boat: 
ships, boats, and other water craft; holidays — city, state, 



ENGLISH 159 

and national; nature study and interests of the various 
seasons; geography and history; art and handwork. 

Note especially words descriptive of action, form, color, 
and sound. 

A Sixth Grade 

Automobiles and motors of various kinds; steam engines; 
airships; electrical appliances; nature study and interests 
of the various seasons; geography and history; art and hand- 
work. 

Add to the classes of words named for B sixth grade words 
descriptive of texture, odor, taste, and so on. 

3. Good usage: 

Weed out systematically, by language games and intensive 
individual drilling, common errors of speech; also, by positive 
incidental correction, substitute good usage for incorrect 
forms of expression. 

Leading errors of sixth grade children: 

a. Loose and. 

b. Verb errors: ain't for hasn't and haven't; ain't for 

am not, isn't, and aren't; seen; had saw; done; says 
for said; can for may; leave for let; don't for doesn't; 
is for are; ain't got for haven't got. 

c. Haven't no for haven't any; never gave; like she does; 

that there; lot of; like for as; impersonal you. 

d. Mispronunciations: git, jist, kin, ketch, wrastle, etc. 

Other words for practice in correct use: 

B Sixth Grade 

A and an; done and finished; choose and chose; has and 
have; get and have; ought and ought not; am not, is not and 
are not; have not; teach and learn. 



160 MINIMUM COURSE OF STUDY 

A Sixth Grade 

Lend and borrow; lie and lay; sit and set; think and guess; 
shall and will with I and we in statements , off and of; in and 
into; at and to; among and between; who and w/iom (in ques- 
tions) , w/io, which, and £/ia£; £/ian and then. 

Written Language (50%) 

Aim. — To work for ease and fluency in simple English. 

To establish a clear notion of a sentence, and train pupils 
to write briefly in an interesting and logical way, using 
clean-cut sentences, unmarred by misspelled words and by 
common grammatical errors. 

Also to establish a notion of a paragraph so far as mechani- 
cal form is concerned. 

Subject Matter. — 

1. Content: 

Topics listed for oral language to be used in telling 
stories, describing what has been seen, telling how 
to make and do things, giving directions for reaching 
familiar places of interest, etc. 

2. Expression : 

Kinds of written exercises: 

B Sixth and A Sixth Grades 

a. Copying, dictation, reproduction. (See outlines 

for lower grades.) 

b. Original composition: 

Stories, etc. as listed above under "Content." 
Articles for school paper. 

Letters, notes, and post cards of a social and 
business nature. 



ENGLISH 161 

B Sixth Grade 

Social letters and notes: Holiday and birthday greet- 
ings, vacation post cards, informal invitations; real 
letters to real people. 

A Sixth Grade 

Business letters: Orders for magazines or papers, 
requests for catalogues, notices of change of address, 
and the like. 

In business letters, accuracy of form is especially im- 
portant. 

3. Mechanics of composition: 

B Sixth and A Sixth Grades 

a. Composition: Heading, title, margins, paragraph 

indention. 

b. Capitals: First word in a sentence; names of 

persons, animals, places, days of week, holidays, 
months of year, not seasons; name of school, 
city, state, sections of country, not directions, 
nations, geographical names; / and 0; titles 
of relationship and office; in poetry — ■ beginning 
of every line ; in letter forms — heading, saluta- 
tion, body, closing phrase, address on envelope; 
simple quotations. 

c. Punctuation: Terminal marks; dates; comma 

in series; letter forms — 'heading, salutation, 
conclusion, address on envelope; abbreviations; 
contractions; possessive singular and plural. 

Seventh Grade 

New Aim. — To establish a standard for self-criticism 
by teaching simply and concretely certain facts of English 



162 MINIMUM COURSE OF STUDY 

grammar which function in every day speech, and applying 
these facts in eliminating errors that experience has shown 
to be prevalent in this grade. 

Continuation of Former Aims. — To work for the following 
as fundamental conditions of good speaking and writing: A 
definite subject and aim; interest on the part of the speaker or 
writer; originality; the forming of clear mental images; 
accurate thinking; clear, direct expression; an orderly ar- 
rangement of thoughts. 

To eliminate incomplete sentences, the "and" habit, and 
the "comma" fault. 

To enrich the children's speaking and reading vocabu- 
laries. For this work, literature and the other subjects of 
study furnish wide opportunities in the seventh grade. 

To give increased attention to the sequence of sentences 
within a short paragraph. 

To make habitual by continued practice the correct 
forms of personal letters and simple business letters, 
and accuracy in the mechanics of composition in general, 
including all the ordinary uses of capital letters, and 
those rules of punctuation found in the section on "Applied 
Grammar." 

In speech, to work for clear articulation, correct pro- 
nunciation, a pleasant, natural tone of voice, self -poise, and 
a correct and easy standing position. 

Subject Matter. — 

Oral and Written Composition (50% each) 

1. Aim. — Composition, whether oral or written, should 
be distinctly social in its aim, its purpose being the 
actual communication of thought either among the 
members of the class or between them and real or 
imaginary persons outside. 



ENGLISH 163 

2. Oral composition should include: (a) Informal class 

discussion and debate; (b) Individual work prepared 
by the speaker with the purpose of pleasing, informing, 
or persuading his classmates. 
The stories or speeches should usually be not more than 
two or three minutes in length, — the test of excel- 
lence, the speaker's success in accomplishing his 
purpose, — the chief critic, the class. The criticism 
must be kindly, helpful, constructive: no petty fault- 
finding should be allowed. When several pupils have 
spoken and their work has been discussed by the 
class, both the speakers and those who have not had 
time to speak may write what they have prepared, 
profiting by the criticism and suggestions that have 
been made. . 

3. Written composition should usually grow out of dis- 

cussion, which should have one or more of these 
definite aims: to stimulate interest: to suggest lines of 
thought; to aid in organizing material; to guard 
against prevalent errors. Written composition should 
include: (a) Friendly letters and notes and simple 
business letters; (b) Short compositions at least every 
fortnight on topics of vital interest to the writer and 
the class. These compositions should usually be not 
more than one page of theme paper in required length; 
hence the topic should not be too broad for these 
limits. Occasional longer bits of work, as writing or 
dramatizing stories, may take the place of several of 
these short compositions. 

4. All forms of composition may be used both for oral and 

written work as occasion arises, but simple narratives 
and explanations of the narrative type (telling how 
things are done) should be stressed. The children 



164 MINIMUM COURSE OF STUDY 

should frequently speak and write from brief, simple 
outlines, sometimes developed in class, sometimes 
thought out individually. Letter writing should 
form an important part of the year's work. 

Material for Oral and Written Composition 

1. Principles of choice: 

The subject matter should grow out of real or im- 
agined experiences of the children. Material ob- 
tained from hearing or reading must be so fully 
realized as to be a part of experience before it is a 
fit theme for composition. 

The experiences should be such as children naturally 
talk or write about. 

2. Sources: 

The home life, school life, and social life of the children; 
travel, excursions, outings; any child activities. 

Things observed: objects in nature, familiar occupa- 
tions, and so on. 

Current events. 

Pictures that suggest stories. 

Literature used in various ways, as: 

a. Reproduction of stories, especially oral reproduc- 

tion. 

b. The retelling of a story from a new point of view. 

c. Completion of stories partly told or read by the 

teacher. 

d. Themes suggested by characters, incidents, or 

situations in stories read in class. 

e. Brief oral reports of books or articles to interest 

others in reading them. 

f. Dramatization of short stories in prose or verse. 

(This may lead to the making of brief original 
plays.) 



ENGLISH 165 

Other subjects of the curriculum, history, the manual 
arts, geography, and nature study are rich in 
interesting material. 

3. Supplementary exercises (to be used as needed) : 

a. The copying of short poems, business letters, social 

notes, bills, and so on, in order to acquire speed 
and accuracy. The pupils should be trained to 
copy by sentences and phrases, not by single 
words. 

b. Brief dictation exercises to give practice in writing 

from dictation and to test proficiency in spelling, 
punctuation, and other matters of form. 

c. Exercises in pronouncing words and combinations 

of words commonly mispronounced: as, kept, 
catch, yet, get, give me, don't you, used to, must 
have gone, and other combinations difficult to 
pronounce; something, nothing, and other words 
ending in -ing. 

d. Exercises in sentence betterment based chiefly on 

the children's own sentences, intended especially 
to develop a sense of sentence completeness and 
sentence unity. 

e. Exercises to increase the children's vocabularies 

and awaken a feeling for apt and beautiful 

expression; as 

Substituting appropriate adjectives for those 

commonly misused: as, nice, splendid, awful, 

terrible, gorgeous. 
Discussing apt words in simple and beautiful 

bits of literature; memorizing such selections. 
Supplying suitable descriptive terms, perhaps 

from a given list, to fill blanks in descriptive 

or narrative paragraphs — especially words 



166 MINIMUM COURSE OF STUDY 

of color, sound, motion, and other sense 
impressions. 

Substituting synonyms in the children's own 
sentences, either to avoid repetition or to 
convey an idea more exactly. 

Translating slang into good English. 

Describing imagined objects by the use of anto- 
nyms, so as to produce two contrasted pictures. 

Applied Grammar 

B Seventh Grade 

In this grade the pupils should be taught the following 
things in a simple, practical way: 

1. Sentences: 

a. To distinguish sentences from other word groups. 

Tests: Does this group of words make com- 
plete sense? Has it a subject and a predicate? 

b. To know when the end of a sentence is reached, 

and thus avoid needless and's and so's and the 
use of commas where periods are required. 

c. To use the terminal marks correctly, and hence 

to distinguish declarative, imperative, interrog- 
ative, and exclamatory sentences. 

2. Nouns and Pronouns: 

a. To recognize each. 

b. To distinguish proper from common nouns for the 

sake of correct capitalization. Drill is needed 
on nouns liable to be written incorrectly. 

c. To spell correctly the plurals of ordinary English 

nouns. 

d. To write correctly the possessives of both nouns 

and pronouns. 

e. To use the correct pronoun forms: (1) as subject 



ENGLISH 167 

^especially in compound subjects and in expres- 
sions like we boys) ; (2) after the verb be. 

f . To form the compound personal pronouns correctly 

— ■ avoiding hisself and their selves. 

g. To set off by the comma a noun used in direct 

address. 

3. Verbs: 

a. To recognize verbs as the asserting words in sen- 

tences. 

b. To use is, was, and doesn't habitually with singular 

subjects, and are, were, and don't with plural 
subjects, also to recognize the fact that other 
verbs add s with singular subjects only. 

c. To contract the negative forms of be and have 

correctly in speaking, and to write these con- 
tractions properly. 

d. To use the principal parts of the following verbs 

correctly: go, see, do, run, come, eat, give, drink, 
ring, know, throw, grow, blow, draw, catch, teach, 
bring, break, take, rise, write, climb, drag, drown, 
burst, ask. 

e. To distinguish between pairs of verbs frequently 

misused, as: learn, teach; love, like; can, may; 
got, have. 

f. To eliminate such errors as had ought; if he had 

of gone; I gotta go; I ought to went, and the like. 

g. To avoid such changes of tense as : Then he came 

in and says. 

4. Adjectives and Adverbs: 

a. To recognize adjectives as words that add to the 
meaning of nouns or pronouns, and adverbs as 
words that add to the meaning of verbs, adjec- 
tives, or other adverbs. 



168 MINIMUM COURSE OF STUDY 

b. To discriminate, in actual use, between adjectives 

and adverbs commonly misused; as, good, well; 
easy, easily; real or awful and very; fine, finely; 
sure, surely; also between the adverbs most and 
almost; near and nearly. 

c. To use a and an correctly. 

d. To eliminate that there and this here, and them for 

those. 

e. To eliminate double negatives. 

Applied Grammar 
A Seventh Grade 

The grammatical work of A seventh grade is along the 
same general lines as that of B seventh grade, the purpose 
in both being to enforce correct usage with regard to the 
parts of speech and to secure some skill in the construction 
of simple sentences. 

1. Sentences: 

a. To recognize predicate words (adjectives, nouns, 

pronouns). 

b. To recognize the object of a verb. 

c. To recognize prepositional phrases and their ad- 

jective and adverbial uses; to transform words 
to phrases and phrases to words to give variety 
of expression; to arrange for clearness and 
effectiveness sentences containing three or four 
phrases. 

d. To combine short sentences into sentences with 

compound subjects or compound predicates, 
sometimes of three or more parts. 

e. To punctuate correctly: 

(1) Transposed phrases. 

(2) Words or phrases forming a series. 



ENGLISH 169 

2. Nouns and Pronouns: 

a. To recognize a few commonly used nouns which 

are either always singular or always plural, and 
use the right verbs, pronouns, and adjectives 
with them — as scissors, trousers, falls, woods, 
news, measles, mumps. 

b. To use the correct pronoun forms: as predicate 

pronoun; as object of a verb; as object of a 
preposition (when these objects are compound 
or consist of a pronoun in combination with a 
noun, as, us girls). 

c. To see that pronouns refer clearly to their ante- 

cedents and agree with them in number. 

3. Verbs: 

a. To use correctly the principal parts of all the 

irregular verbs in common use. 

b. To distinguish between the verbs lie and lay; sit 

and set; rise and raise, in all their forms. 

c. To avoid changes of tense in narratives whether 

spoken or written. 

4. Adjectives and Adverbs: 

a. To distinguish adverbs from predicate adjectives, 

and use each correctly. 

b. To form and use comparatives and superlatives 

correctly. (The terms " comparative" and "super- 
lative" are non-essential.) 
In this connection, the pronoun form to use after 
than should be taught, and the reason made clear. 

5. Prepositions: 

a. To recognize a preposition as a word that joins 
the noun or pronoun in a phrase to the word 
which the phrase modifies. 



170 MINIMUM COURSE OF STUDY 

b. To note some of the common relations shown by 
prepositions, and use those prepositions that 
will express the relations intended; especially 
to discriminate between prepositions often con- 
fused with each other as: at and to, between and 
among, in and into, with and by. 
c. To eliminate needless prepositions and others that 
are not properly used; as, 

Where is he at? 

Where have they gone to? 

Take the book off of the table. 

She sits right in back of me. 

Eighth Grade 

New Aim. — 'To develop a growing power to fit the sentence 
to the thought by teaching in a simple and practical way the 
differences between simple, compound, and complex sen- 
tences; their respective values in expressing thought; the 
correct uses of the various clausal connectives; and the 
necessity of subordinating the minor thought in a sentence. 

Continuation of Former Aims. — All the aims stated in the 
outline for the seventh grade are still to be kept in view. 

Subject Matter. — 

Oral and Written Composition 

1. The general suggestions for composition in the seventh 

grade apply to the eighth grade also. 

2. Forms of oral composition especially valuable in this 

grade are: 

a. Practical exposition: telling how to reach a certain 
place, how to play a game, how to do a certain 
piece of work, and so on. Let the test of excel- 
lence be the clearness of the explanation in the 
opinion of the members of the class. 



ENGLISH 171 

b. Informal discussion and short formal debates on 

topics of interest to the class. 

c. Reports of books or magazine or newspaper articles, 

with the purpose of interesting the class in that 
which has interested the speaker. 

3. Forms of written composition. Written and oral compo- 
sition should be closely correlated, as in the seventh 
grade. Narrative and simple explanation are still 
the main forms of written composition to be employed. 
Letter writing is important. Business letters x should 
include letters of inquiry, letters answering inquiries, 
and applications for positions. Tact and courtesy in 
business letters should be stressed. Advertisements 
and telegrams give excellent practice in clearness and 
brevity. The more formal compositions should still 
be short, as a rule, but the class should sometimes 
work out together an outline for a broader subject, 
each pupil afterwards writing on a single phase of 
that subject. The children should not be taught to 
divide a composition into introduction, body, and 
conclusion; but they should be led to see the value of 
a suitable beginning and ending and of good organ- 
ization throughout. 

Material for Oral and Written Composition. 

1. Principles of choice: 

The same as in the seventh grade. 

2. Sources: 

Home, school, and social life; travel, excursions, out- 
ings; the natural and social environment of the 
children. 

1 In the second term it is well to require a series of letters growing 
out of a supposed business transaction. 



172 MINIMUM COURSE OF STUDY 

Current events — local, national, and world-wide, 
in which the pupils are vitally interested. 

Literature, used in the various ways indicated in the 
course of study for the seventh grade. 

Other subjects of the curriculum when the material 
is so fully realized as to be a part of experience. 

Vocational topics: as, what the pupil would like to 
be or do; various occupations — their desirability 
and the qualifications necessary for success; local 
industries; opportunities open to boys and girls. 

3. Supplementary exercises (to be used as needed) : 

Copying, dictation exercises, and exercises in the 
pronunciation and use of words, as in the seventh 
grade. Also, exercises in arranging in orderly 
sequence, to form a short paragraph, a group of 
related but disarranged sentences. 

Applied Grammar 

B Eighth Grade 
1. Good usage: 

Continued review of points of good usage that have 

not become habitual. 
Drill from time to time in certain points of good usage 

not previously emphasized. 

a. Agreement of verbs and pronouns with nouns 

modified by every, each, or some other distribu- 
tive word; also with singular nouns connected 
by or or nor. 

b. Agreement of the verb with the subject in sen- 

tences introduced by the expletive there. 

c. Correct use of the relative pronouns who, whom, 

which, what, that (to be taught in connection 
with the adjective clause). 



ENGLISH 173 

2. Sentence work: 

Exercises adapted to give some degree of skill in the 
use of compound sentences and short complex 
sentences. 

a. Combining short, choppy sentences to form com- 

pound sentences, the combinations being such as 
to require a variety of coordinate connectives. 
Teach the terms "conjunction" and "clause" in 
this connection. 

b. Determining whether two or more given thoughts 

should be expressed in a compound sentence or 
in separate sentences, and constructing the 
sentences accordingly. 

c. Abridging compound sentences by changing them 

to sentences with compound subjects or predi- 
cates or by changing one member to a phrase, as : 
I rambled about for a time, and then I sat down 
to rest. After rambling about for a time, I sat 
down to rest. 

d. In connection with the above exercises, teach the 

punctuation of the compound sentence. 

3. Adjective clauses: l 

a. Expanding adjectives and adjective phrases into 

clauses. Teach the term "adjective" clause. 

b. Combining sentences by substituting who, which, 

or that for a personal or a demonstrative pro- 
noun, as: Yesterday I met a boy. He was a 
schoolmate of mine last year. In this connection, 
teach the correct use of the relative pronouns. 

1 The work with adjective and adverbial clauses should lead to 
the concept of a subordinate clause as a clause that has the use of a 
part of speech, and of a complex sentence as a sentence consisting of a 
principal clause and one or more subordinate clauses. 



174 MINIMUM COURSE OF STUDY 

c. Combining sentences by substituting where or when 

for here, there, at that time, and the like, in sen- 
tences so related that the resulting clause will be 
adjective in use, as: This is the house. My 
friend lives here. 

d. Improving compound sentences by changing one 

member to an adjective clause; as, The boys 
found an old boat and it had a pair of oars in it. 

3. Adverbial clauses (of time and place only) : 1 

a. Combining sentences by means of a variety of 

time and place connectives, and noting the 
adverbial use of the subordinate clauses in the 
resulting sentences and the different time rela- 
tions expressed by the connectives. 

b. Transposing adverbial clauses for effectiveness. 

In this connection, teach the punctuation of 
transposed clauses. 

Applied Grammar 

A Eighth Grade 
1. Good usage: 

Continued review of points of good usage that have not 

become habitual. 
The following additional points : 

a. Agreement of the verb with the subject in sen- 
tences in which an intervening phrase is likely 
to cause mistakes, as: Custer, with all his 
men, was slain, and in sentences in which the 
subject is a distributive word. 

1 The work with adjective and adverbial clauses should lead to the 
concept of a subordinate clause as a clause that has the use of a part of 
speech, and of a complex sentence as a sentence consisting of a princi- 
pal clause and one or more subordinate clauses. 



ENGLISH 175 

b. The correct use of shall and will in the first 

person, in statements and in questions. 

c. Formation and right use of the perfect tenses. 

d. Sequence of tenses. (To overcome the confusion 

of tenses frequently observed in eighth grade 
children, both in speech and writing.) 

e. The use of were in the singular in wishes and 

suppositions contrary to the fact. 

f. The correct use of any and either, neither and 

none, each other and one another. 

2. Sentence work: Adjective clauses: 

a. Exercises to teach the proper position of adjective 

clauses. 

b. Exercises in transforming adjective clauses to 

phrases and the reverse, for variety and effective- 
ness. Participial and appositive phrases may 
be introduced in this way. A simple explana- 
tion of the terms participle and appositive may 
be given. 

3. Sentence work: Adverbial clauses: 

a. Combining sentences by means of a variety of 

subordinating conjunctions, and noting in a 
simple way the various relations expressed — 
cause, condition, manner, and so on. 

b. Arranging for clearness and emphasis sentences 

containing adverbial clauses, and punctuating 
them correctly. 

c. Supplying appropriate connectives to express 

various adverbial relations. The word like as 
a clausal connective should be eliminated. 



176 MINIMUM COURSE OF STUDY 

4. Sentence work: Complex sentences: 

a. Combining a main thought and a subordinate 

thought into one sentence in two or three differ- 
ent ways by the use of appropriate connectives. 

b. Changing compound sentences to complex to 

secure greater compactness and unity. 

c. Changing complex sentences to simple ones by 

substituting phrases for clauses. 

d. Occasional broad analysis of short complex sen- 

tences to discover the main thought and the 
subordinate thought, how they are related, 
and why the sentence is punctuated as it is ; also 
to discover the subject and predicate of the 
sentence as a whole. 
No detailed analysis; no parsing; no diagraming. 



PART TWO — AN INVESTIGATION OF PREVIOUS AT- 
TEMPTS TO REDUCE ENGLISH IN ELEMENTARY 
SCHOOLS TO ITS MINIMUM ESSENTIALS 

Grammar 

The first organized attempt to eliminate useless material 
from the elementary curriculum had its beginning in the 
year 1903, when a Committee on Economy of Time in Ele- 
mentary and Secondary School Subjects was appointed by 
the National Council of Education. Ten years later the 
results of its deliberation up to that time were published as 
Bulletin 38 of the Bureau of Education. The report was 
entirely general in its scope. 

Meantime a committee from the National Department of 
Superintendence had been appointed to cooperate with the 
committee of The National Council. The first report of this 
committee was published in the Fourteenth Year Book of the 
National Society for the Study of Education. In the first 
part of the report three means of economizing time in educa^ 
tion are discussed: 

(1) Elimination of non-essential subject-matter; (2) im- 
provement in methods of teaching and learning; and (3) a 
reorganization of the school system and the course of study. 

The latter part of the report is devoted to elementary 
school subjects, each of which is treated by an expert co- 
operating with the committee. 

The language problem is discussed by James Fleming 
Hosic, under the title, "The Essentials of Composition and 
Grammar." After setting forth the basic principles that 
should guide the work of the committee, and speaking 
briefly on composition, Dr. Hosic remarks: "The most 

177 



178 MINIMUM COURSE OF STUDY 

pressing problem is to decide what sort and how much of 
grammar to teach"; and he proceeds to discuss the three 
most important contributions up to that time toward the 
solution of this problem — the studies of Franklin S. Hoyt, 
Thomas H. Briggs, and W. W. Charters. 

The investigations of Franklin S. Hoyt were published in 
full in 1906 in Teachers College Record under the heading, 
"The Place of Grammar in the Elementary Curriculum." 

After tracing the history of English grammar teaching, 
Mr. Hoyt discusses the current arguments at the time of 
writing in favor of the study of formal grammar, which by 
investigation he had found to be : 

a. It disciplines the mind. 

b. It prepares for the study of other languages. 

c. It gives command of an indispensable terminology. 

d. It enables one to use better English. 

e. It aids in the interpretation of literature. 

He rejects the first three arguments as unsound. In 
regard to the last two, he says that he has found a great 
variety of opinion. He then proceeds to give an account of 
tests in formal grammar, composition, and interpretation; 
imposed by himself upon first-year high school pupils, the 
results of which tended to show that grammar, as then 
taught, had little or no effect on either composition or inter- 
pretation. He states his belief, however, that analysis 
properly conducted, would be an important tool in interpre 
tation. 

His conclusion is that the course in English needs read- 
justment and that grammar in elementary schools should be 
restricted to the study of the subject from the point of func- 
tion. In accordance with this conclusion, he gives a brief 
outline of grammatical essentials, which nearly corresponds 
in content to the course of study in "Applied Grammar" 



ENGLISH 179 

prepared by the Committee on Learning to Speak and Write 
English. 

The article by Thomas H. Briggs referred to by Dr. Hosic 
is to be found in Teachers College Record, Vol. XIV. It is 
entitled "Formal English Grammar as a Discipline." 

The author defines formal grammar as "grammar highly 
organized and taught as a strict science, chiefly for its own 
sake or as a discipline of the mind"; and he urges that the 
distinction between formal and functional grammar be kept 
in mind, because a failure to discriminate between them 
''beclouds the issue." 

To discover whether formal grammar has any real value as 
a disciplinary subject, Dr. Briggs devised a number of psy- 
chological tests to determine whether the study of this 
subject has any effect upon the ability of children to see 
likenesses and differences, to reason, to critically test a 
definition, and so on, in other subjects than grammar. The 
first experiment was undertaken in the seventh grade of the 
Horace Mann School. Later, the tests were given in several 
other schools. The results led Dr. Briggs to this conclusion: 
"These particular children, after the amount of formal 
grammar that they had (three months) do not, as measured 
by the means employed, show in any of the abilities tested 
improvement that may be attributed to their training in 
formal grammar." 

The study made by W. W. Charters was still in progress 
when Dr. Hosic wrote. He says of it: 

"Positively, the study seems to show that there are a 
number of grammatical principles which should be well 
taught. Among these are: 

1. Proper contrasted with common nouns. 

2. The possessive of nouns. 

3. The formation of plurals. 



180 MINIMUM COURSE OF STUDY 

4. Inflection of pronouns. 

5. Uses of relative pronouns. 

6. Cardinal and ordinal numerals. 

7. Comparison of adjectives. 

8. Verbs as to kind, mode, tense, and voice. 

9. Adverbs as distinct from adjectives. 

10. Idiomatic uses of prepositions and conjunctions. 

11. The placing of modifiers. 

12. Double negatives. 

13. Syntactical redundance. 

14. The sentence as a unit." 

The use of the regular terms for grammatical concepts 
whenever there is occasion to speak of these concepts is 
advocated. 

A complete account of the investigation made by Professor 
Charters and the conclusions drawn by him is contained in 
the Sixteenth Year Book. His studies were altogether 
different in aim, and hence in method, from those of either 
Mr. Hoyt or Dr. Briggs. He assumes that the purpose of 
grammar in elementary schools is the "improvement of 
speech through correction of errors." The aim of his in- 
vestigations, therefore, is to discover the common speech 
errors of children and the relative frequency and importance 
of these errors, and to base a course in grammar upon the 
discoveries made. 

Several other studies of children's speech errors were 
made in various parts of the country about the same time 
as those of Professor Charters, and these are cited in his 
report. The studies discussed are: 

1. First Kansas City Study January, 1915. 

2. Northern Illinois Study May, 1915. 

3. Boise City Study June, 1915. 

4. Second Kansas City Study June, 1915. 



ENGLISH 181 

5. Cincinnati Study September, 1916. 

6. Speyer School Study 

7. Bonham, Texas, Study (Unpublished when the re- 

8. Columbia, Missouri, Study port was written.) 

9. Detroit Study 

All the above except one are teachers' collections of errors 
observed by them among their pupils. The exception is the 
Speyer School Study, which is a stenographic report of oral 
errors. 

The two Kansas City studies — the first oral, the second 
written — were made under the direction of Professor 
Charters. They were supplemented by the Detroit study, 
the Detroit errors being classified in the laboratory of the 
University of Missouri, and also by the studies made at 
Bonham and Columbia. The oral errors collected numbered 
18,000. In Kansas City, written errors were collected from 
5000 pages. 

The Speyer School Study — 1040 pages of stenographic 
reports — reveals a large number of sentence errors, chiefly 
incoherence. The other studies of oral errors are concerned 
wholly or chiefly with words. They show a striking simi- 
larity in the relative frequency of errors of different types. 
In all of them verb errors largely predominate. In the 
sixth and seventh grades of the Kansas City schools, these 
constitute 57 per cent of all the errors reported. By far 
the most frequent verb error is confusion of the past tense 
and past participle of irregular verbs, and fourteen verbs 
furnish 85 per cent of these errors. The double negative 
furnishes 11 per cent of the total number of errors. Among 
the parts of speech, the pronoun, as would be expected, 
ranks next to the verb. All these facts and others of the 
same sort suggest very definitely where the emphasis should 
be placed in teaching correct usage. 



182 MINIMUM COURSE OF STUDY 

The course of study in grammar for the Kansas City schools 
based upon the investigations described above makes the 
following requirements not included in the course of study 
prepared by the Committee on Learning to Speak and Write 
English. 

1. The study of gender, "because of the failure of pronouns 

to agree." 

2. The indirect object, "that children may see that verbs 

may be followed by two words in the objective." 

3. Classes of pronouns. 

4. The following classes of adjectives: demonstrative, 

cardinal numerals, ordinal numerals, proper ad- 
jectives. 

5. Classes of verbs: transitive, intransitive, copulative. 

6. Voice, "because of the use of the past participle in the 

passive form." 
^7. The infinitive, to guard against the split infinitive. 
8. Parsing. The following direction is given for parsing 

nouns: "In parsing a noun, its gender, kind, number, 

case, and syntax must be stated." 

The committee sees no sufficient reason for including any 
of the above requirements in a course of minimum essentials. 
But the errors listed in the various studies cited by Professor 
Charters form the basis, in part, of the findings of the com- 
mittee listed under the head of "Good usage" in the lower 
grades and "Applied Grammar" in the upper grades. As 
to parsing, it is the opinion of this committee that it does not 
promote good usage in the slightest degree. 

The only sentence work required in the Kansas City 
course in grammar is analysis, and this is confined to "sen- 
tences involving potential errors." This committee believes 
the lack of constructive sentence work to be a weak point 
in this course of study. 



ENGLISH 183 

The most recent contribution to the literature of minimum 
essentials in English was published in The English Journal 
for March, 1919. It is a preliminary report of the grammar 
subcommittee belonging to the Committee on Economy of 
Time appointed by the National Council of Teachers of 
English. The personnel of the committee is such as to 
command a respectful consideration of its views. Its aim 
is "to determine the fundamentals, the topics that unques- 
tionably must be taught if the purposes of English instruction 
are to be realized." 

The committee thus states the purposes of grammar 
teaching: 

1. English grammar is to be taught to serve the purpose 

of instruction in English, and not to prepare for or aid 
in the study of foreign languages. 

2. Its greatest contribution is to the mastery of the 

sentence. 

3. It must also deal with the problem of accepted usage. 

The body of the report consists of a discussion of the 
second and third purposes and a statement of the conclusions 
drawn. 

In regard to "the grammar of sentence mastery," the 
committee holds that the * 'unfailing recognition of sentences, 
and their proper indication in speech and particularly in 
writing" should be established in the first six grades without 
the use of grammatical categories or principles, "though 
there seems no good reason for dodging grammatical terms — 
particularly subject, verb, modifier — when they may be 
useful." In the seventh, eighth, and ninth grades, attention 
should be given to a few other fundamentals which in the 
opinion of the committee are essential to such a degree of 
sentence mastery as may be reasonably expected of children 
at this stage of development. 



184 MINIMUM COURSE OF STUDY 

The Committee on Economy of Time regards the grammar 
of accepted usage as distinctly of minor importance in com- 
parison with the grammar of sentence mastery. It needs 
to be noted, however, that this committee excludes from the 
realm of grammar all facts of syntax, inflection, and idiom 
which in its opinion can be taught without grammatical 
categories and definitions; as, the possessive forms of nouns, 
the capitalization of proper names, the correct use of the 
past tense and the past participle, and the correct expression 
of the negative. 

Excluding all such facts, the committee summarizes gram- 
matical essentials as follows: 

Topic 1. Clause; subject and verb (distinguished as assert- 
ing word only; no classification) — for sentence 
mastery. 

Topic 2. Dependent clause, subordinating conjunctions and 
relative connectives — for sentence mastery. 

Topic 3. Coordinating conjunctions (and, but, for, yet, or, 
so) distinguished from adverbs like then, there- 
fore, however — for sentence recognition. 

Topic 4. Pronouns for coherence and for possessive inflec- 
tion. 

Topic 5. Modifiers, clearly traced to what they modify — 
for coherence. 

Topic 6. Past and present perfect tenses — for distinction 
in meaning. 

Topic 7. Prepositions — for correct usage : distinction from 
conjunctions; objective case of pronouns. 

Topic 8. Adjectives and adverbs — distinguished for correct- 
ness. 

It will be seen that this report differs fundamentally from 
the Charters report in two particulars: (1) in the stress 
placed upon sentence mastery, (2) in a simpler, less technical 



ENGLISH 185 

method of dealing with matters of correct usage. The first 
difference is precisely the difference between "grammar 
based on errors" and "functional grammar." Allen Cross, 
of the State Teachers College at Greeley, Colorado, thus 
defines this difference in an article in the Elementary School 
Journal, 1917-18: "Grammar based on errors catalogues 
the formal errors and tries to eradicate them. Functional 
grammar does the same. And then it goes on to direct the 
child in the methods at his command to construct sentences. 
Both are intelligently corrective. The latter is corrective 
and constructive." 

It is functional grammar that is recommended in the report 
of the Committee on Learning to Speak and Write English. 
This report is in substantial agreement with that of the 
Committee of the National Council of Teachers of English. 
The apparent divergence as to the number of essential topics 
arises mainly from the fact that this committee has included 
under the head "Applied Grammar" all topics that concern 
the correct use of grammatical forms, even though they are 
treated without grammatical terminology or formal defini- 
tion. Moreover, the committee of the National Council 
does not aim to give a course of study in detail, but only the 
broad topics on which such a course may be based. 

Through all these attempts to reduce grammar to its 
minimum essentials there runs a single purpose : to teach only 
those grammatical facts that function in speech, and to 
apply them continually so that they may function. 

Composition 

For several years the efforts made to reduce elementary 
English to its minimum essentials centered upon the problem 
of grammar. The earliest discussion of minimum essentials 
in elementary composition that has come to the notice of this 
committee is the report of a committee of the National 



186 MINIMUM COURSE OF STUDY 

Council of Teachers of English, published in The English 
Journal for May, 1914. It is entitled "The Articulation of 
the Elementary Course in English with the Course in English 
in the High School." 

The report is based upon the answers received to a ques- 
tionnaire sent by the committee to a large number of teachers 
in high schools and in elementary schools and to superin- 
tendents and principals. In summarizing existing conditions 
as revealed by these answers, the committee states that it 
has found the requirements in English for the elementary 
schools "too many, too heavy, and too vague." It presents 
its own findings concerning the minimum essentials in 
elementary language work as follows : 

1. The instruction in composition should aim chiefly at 

the attainment of skill in the use of sentences and the 
arrangement of paragraphs. 

2. The little grammar taught should be constructive 

throughout, and constant application of principles 
learned should be made by drills in the correction of 
faults found in the pupils' compositions. 

Lists of specific topics to be taught in both grammar and 
composition are given. The list of topics in grammar does 
not differ essentially from some of those considered already. 
The committee says, "The test of a pupil's knowledge of 
grammar should be his ability to make use of it in speech and 
writing." The topics for composition are as follows: 

1. The ability to use the voice effectively; i.e. intelligibly 

and pleasantly. 

2. The ability to answer questions accurately and to the 

point. 

3. The ability to select appropriate paper for different 

occasions. 



ENGLISH 187 

4. The habit of neatness in the preparation of manuscript. 

5. The tendency to do some kind of simple preliminary 

framing, or outlining, of ideas before writing. 

6. The tendency to review the work for general and local 

blunders. 

7. The tendency to avoid needless repetition of structure 

and words. 

8. The mastery of the spelling of common words in the 

pupil's vocabulary. 

9. The tendency to get the spelling of new and unfamiliar 

words likely to be used. 
10. Plain punctuation and capitalization. 

The ability to use a dictionary or other work of reference 
"with ease and certainty" is also named as essential. 

Among the topics rejected as not belonging to the element- 
ary school are the analytical study of the paragraph and of 
forms of discourse, both of which were found by the com- 
mittee in many elementary courses of study. 

In 1917, Sterling Andrus Leonard published a little book 
entitled Composition as a Social Problem. In the chapter on 
"Evolution and Attainment of Expressional Standards," 
he distinguishes between two kinds of language difficulties — 
forms that are positively right or wrong, and those that are 
"simply more or less clear and forcible and pleasing ways of 
expression." 

Under the first he includes: (1) essential grammatical 
forms; (2) necessary principles of punctuation; (3) essentials 
in spelling and pronunciation; (4) "certain further courtesies 
of speech and writing, such as decent posture and address, 
good appearance of manuscript, clear-cut enunciation, and 
avoidance of coarse slang and argot." Of these he says 
that they "must be thoroughly drilled into habit; they are 
minimum essentials." 



188 MINIMUM COURSE OF STUDY 

Under the second head, Mr. Leonard considers effective- 
ness in sentence building and in word choices. Growth in 
these, he says, requires "ordered growth in a child's thought- 
power and appreciations." The teacher must "help him to 
discover and formulate such principles as he can come at," 
but the child will need to adapt these principles to each new 
situation. Here the process is not habit forming, but acquir- 
ing power, and the results must necessarily be incomplete 
and varying. 

In the chapter on "Prevision of Ideas," the author enforces 
the necessity of teaching children from a very early period to 
organize their thoughts in simple fashion, with the motive of 
making clear and pleasing to their hearers or readers what 
they speak or write. The actual method of work in solving 
organization problems he would leave to the individual child. 
He suggests, however, certain definite exercises as a training 
in the orderly arrangement of thought. In discussing the 
various types of organization, he says that at least up to the 
seventh or eighth grade, subjects that admit of the time 
order — stories and explanations of processes — should 
prevail. 

Standards in English, by J. J. Mahoney, is especially 
clear, brief, and definite in its statements of minimum essen- 
tials for the elementary course, and it so divides the work 
among the several grades that definite goals are constantly 
kept in view. Briefly put, the minimum requirements for 
the entire course are these: 

1. In oral English: 

a. Grammatical correctness. 

b. Good sentences. 

c. Orderly arrangement. 

d. Clear articulation and correct pronunciation. 

e. Natural tone of voice and correct inflection. 



ENGLISH 189 

2. In written English: 

a. Grammatical correctness, good sentences, and 

orderly arrangement, as in oral English. 

b. Correct spelling of common words. 

c. Correct punctuation (terminal punctuation and 

simple uses of the comma). 

d. Absolute mastery of the ordinary forms of letters, 

both social and business. 

To these requirements in expression and mechanics must be 
added the quality of interest, growing out of free self-expres- 
sion. 

Mr. Mahoney regards the building up of a vocabulary as 
important, especially in the upper grades, where the children's 
reading gives a wide opportunity for increasing their stock 
of words. He would seek especially to increase the usable 
number of verbs and adjectives, and to develop discrimi- 
nation in the choice of connectives. The mastery of the 
sentence, however, he considers "the most important point 
that the teacher has to handle"; by "mastery" he means 
only knowing when a sentence begins and ends, and thus 
avoiding the and habit, the comma fault, and the use of a 
clause or a phrase for a sentence. 

Of paragraph study Mr. Mahoney says, "It is a doubtful 
question if the paragraph idea can be really taught at all in 
the elementary school without the expenditure of a dis- 
proportionate amount of time." 

Valuable work has been done and is being done in the use of 
tests and measurements to determine children's composition 
ability and the relative value of different types of composi- 
tion. These should establish a scientific foundation for the 
construction of minimal courses in composition in the future. 
A few of them may be spoken of here. 

In the Fourteenth Year Book Dr. Hosic describes an 



190 MINIMUM COURSE OF STUDY 

experiment made to test the truth of these three proposi- 
tions : 

1. Oral composition is itself an important part of the 

English work of the high school. 

2. Oral composition requires relatively less time from ths 

teacher than written composition. 

3. Proficiency in oral composition carries over into written 

composition. 

One ninth grade class had only written exercises during a 
semester; the other had a combination of two-thirds oral and 
one-third written. The same written tests were given both 
classes at the beginning, middle, and end of the term. Of 
the twenty-two schools that carried on the experiment, 
more than half reported greater improvement in the com- 
bination sections, while only two reported less improvement. 
It was therefore recommended that oral composition be a 
part of the English work throughout the high school course. 
Although this experiment was made in the ninth grade, the 
results are at least equally significant for lower grades. 

The Seventeenth Year Book contains an article by Dr. 
Hosic entitled "Standards in the Elementary School Ar- 
ranged to Show the Minimal Performance in Grades Two to 
Eight." It forms a part of the third report of the Committee 
on Economy of Time. The article includes : (1) an account 
of composition measurements made in the Parker Practice 
School, the conditions under which the compositions were 
written and the manner in which they were examined and 
graded; (2) a set of compositions for each grade. The 
compositions are marked S (superior); E (very good); GG 
(good in thought and form) ; PG (poor in thought and good in 
form; GP (good in thought and poor in form); F (fair, or 
passing). In the opinion of the examiners, the F papers 
furnished the fairest standard of minimal accomplishment. 



ENGLISH 191 

"Measuring English Composition in the Sixth Grade" is 
the title of an article by Frederick S. Breed and F. W. Frostic, 
published in the Elementary School Journal for January, 1917. 
It is an account of the construction of a scale through a 
composition test given to a selected sixth grade "as good as 
any in the city/' in each of ten Michigan cities. The values 
of the compositions were carefully determined according to a 
system that is described in the article. 

As the grades tested were above the ordinary, the com- 
positions chosen "probably represent," in the opinion of the 
writers of the article, "a desirable standard of attainment 
for sixth grade classes." 

The pamphlet of nearly 158 pages published in 1917 for 
use in the public schools of Detroit, and compiled by Mr. S. 
A. Courtis and Miss Clara Beverley is an extremely valuable 
piece of work. It consists of a large number of compositions 
arranged in sets. The first five sets, each containing ten 
compositions, have been valued in terms of the Hillegas 
scale. These sets illustrate composition in Grades III— 
VIII. The next set, of thirty-five papers, is the work of a 
sixth-grade class. There are several other sets, some of 
them including letters. The pamphlet contains also helpful 
discussions of scales and their uses. 

All these publications are indicative of the widespread 
interest in establishing courses in composition on a solid 
basis of scientific fact by finding out what children in different 
stages of development are really capable of accomplishing 
and seeking to meet their needs. 

Respectfully submitted, 
Josephine E. Seaman. 
Chairman. 



192 MINIMUM COURSE OF STUDY 

Bibliography 

Ayres, L. P. — A Measuring Scale for Ability in Spelling. New York, 
1915. 

Baltimore County Course of Study (Revised), pp. 1-156. Baltimore, 
1919. 

Betz, Annette, and Marshall, Esther — "Grammar Based on 
Errors." English Journal, Vol. 5, pp. 491-501. Chicago, 1916. 

Beverley, Clara — Oral English. Boston, 1914. 

Breed, F. S., and Frostic, F. W. — "A Scale for Measuring the General 
Merit of English Composition in the Sixth Grade." Elementary 
School Journal, Vol. 17, pp. 307-326. 

Briggs, Thomas H. — "Formal Grammar as a Discipline." Teachers 
College Record, Vol. 12, pp. 5-22. 

Brown, Lemuel P. — "Some Needed Readjustments in the Teaching 
of English Grammar." English Journal, Vol. 2, pp. 81-93. 

Carpenter, Geo. R., Baker, Franklin T., and Scott, F. N. — The 
Teaching of English. New York, 1913. 

Chapman and Rush — The Scientific Measurements of Classroom Prod- 
ucts. Boston, 1917. 

Charters, W. W. — "Report of Studies of Children's Errors." Six- 
teenth Year Book of National Society for the Study of Education. 1917. 

Class in Elementary School Expression, Teachers College — 
"Report of Technical Grammar." Teachers College Record, Vol. 12. 

Committee of National Council of Teachers of English — 
"Report on the Articulation of the Elementary Course in English 
with that in the High School." English Journal, Vol. 3, pp. 303-324. 

Committee of National Council of Teachers of English. Three 
reports. English Journal, Vol. 4. 

1. "Scientific Standards in English Teaching," pp. 28-34. 

2. "Plays in Schools and Colleges," pp. 34-41. 

3. "English in Country Schools, " pp. 41-47. 

Committee of National Council on Economy of Time — "Pre- 
liminary Report of Grammar Sub-committee." English Journal, 
Vol. 8, March, 1919. 

Courtis, S. A. — "Standard Tests in English." Elementary School 
Teacher, Vol. 14, pp. 374-393. 

Courtis, S. A., and Beverley, Clara — English Composition. Detroit, 
1917. 

Cross, E. A. — "Staples of Grammar and Composition." Elementary 
School Journal, Vol. 18, pp. 253-264. 



ENGLISH 193 

Cross, E. A. — "The Functional Teaching of English Grammar." 

English Journal, Vol. 4, pp. 653-660. 
Deming, Alhambra G. — Language Games for All Grades. Chicago, 

1914. 
Dewey, John — The Child and the Curriculum. Chicago, 1902. 
Diebel, Amelia, and Sears, Isabel, "A Study of the Common 

Mistakes in Pupils' Written English." Elementary School Journal, 

Vol. 18, pp. 172-186. 
Driggs, Howard R. — Live Language Lessons, Chicago, 1913-1914. 
Fernald, James C. — Expressive English. New York, 1919. 
Fish, Susan Anderson — "High School Entrants and English." 

English Journal, Vol. 3, pp. 166-176. 
Fontaine, Mary B. — "Articulation of English Teaching in Element- 
ary and High Schools." English Journal, Vol. 3, pp. 303-324. 
Gesell, A. D. and B. C. — The Normal Child and Primary Education, 

p. 172. Boston, 1912. 
Hosic, James Fleming — Elementary Course in English. Chicago, 

1911. 
Hosic, James Fleming — "Essentials of Composition and Grammar." 

Fourteenth Year Book of National Society for the Study of Education, 

p. 90. Chicago, 1915. 
Hosic, James Fleming — "Composition Standards in the Elementary 

School." Seventeenth Year Book of National Society for the Study of 

Education, p. 46. Bloomington, 111., 1918. 
Hosic and Hooper — A Composition Grammar for Elementary Schools. 

Chicago, 1916. 
Hoyt, Franklin S. — "Place of Grammar in the Elementary Curricu- 
lum." Teachers College Record, Vol. 7, pp. 1-34. 
Johnson, Roy Ivan — "Persistency of Error in English Composition." 

School Review, Vol. 25, pp. 555-580. 
King, Myra — ■ Language Games. Boston, 1909. 
Klapper, Paul — The Teaching of English. New York, 1916. 
Leiper, M. A. — Language Work in the Elementary Schools. Boston, 

1916. 
Leiper, M. A. — Teaching Language through Agriculture and Domestic 

Science. Washington, 1912. 
Leonard, Sterling Andrews — Composition as a Social Problem. 

Boston, 1917. 
Mahoney, John J. — Standards in English. New York, 1918. 
Pearson and Kirchway — Essentials of English jor Higher Grades. 

New York. 1915. 



194 MINIMUM COURSE OF STUDY 

Potter, Jeschke, and Gillett — Oral and Written English. Books 

One and Two. Boston, 1917. 
Randolph, Edgar D. — "Conventional Aversions versus Fundamental 

Errors." Pedagogical Seminary, Vol. 24, pp. 318-336. 
Sheridan, Bernard M. — Speaking and Writing English. Lawrence, 

Mass., 1916. 
Sold an, F. Louis, and Dewey, John — "Shortening the Years of 

Elementary Schooling." School Review, Vol. 11, pp. 4-20. 
Speyer School — • Speyer School Curriculum. New York, 1913. 
Thorndike, Ed. Lee — • English Composition (specimens arranged for 

use in experiments). New York, 1916. 
Ward, C. H. — "A Platform of Grammar." School Review, Vol. 24, 

pp. 271-282. Chicago, 1916. 
Wiebalx, Anna M. — An Outline of Progressive Lessons in Composition, 

Language, and Spelling for the Third and Fourth Grades. San Fran- 
cisco, 1912. 



GEOGRAPHY 

Method in Shaping Course 

The Committee appointed to make a course of study set 
itself a definite task, that of eliminating everything which 
was not indispensable. The problem has been a difficult 
one, owing to the large field covered by the subject, and the 
fact that the explanation of any one phase of the subject 
requires for its understanding so much knowledge of other 
points which are related yet seemingly remote. Dr. Fair- 
banks has said very pertinently that geography is more like 
philosophy than any other subject, since it depends upon 
other bodies of knowledge for its own existence. In sub- 
mitting this report we do not dare to claim that we have 
settled definitely what the minimum essentials are in 
geography. 

To assist us in our endeavor, two questionnaires were 
prepared and sent out. One set was designed to find the 
part geography plays in the lives of individuals who are no 
longer in school; the other was submitted to high school 
students, most of whom were in their senior year. 

Questionnaire No. i : Submitted to business men. 

Occupation 

Did you receive your elementary education in : 

a. City school? 

b. Country school? 

(In answering questions try fco disregard war situations.) 
1 . Have you used and do you now use the geography learned 
in school? 

195 



196 MINIMUM COURSE OF STUDY 

2. Did your teachers make use of excursions? Would they 

have been of value? 

3. Have you secured most of your geographic knowledge 

from your school days or since then? 

4. Do you often have occasion to use maps, atlases, globes, 

etc.? For what do you refer to them? 

5. Has a general knowledge of geography contributed to 

your understanding and enjoyment of life? 

6. Is a detailed knowledge of your own locality of value to 

you in your business? 

7. To what part of the world's geography do you refer 

most often? 

8. What do you consider the most serious defect in the way 

geography was taught to you? 

Questionnaire No. 2 : Submitted to high school seniors. 

Sex Age 

Did you receive your elementary education in: 

a. City school? 

b. Country school? 

1. In what grades and for what reason did you enjoy 

geography? 

2. What parts of geography did you enjoy most when you 

were in the grades? 

3. In what ways have you found that the geography you 

did retain from the grades has been of use to you in 
your later high school work? 

4. For what kind of geographic information which your 

elementary school should have given you, and did 
not, have you felt a serious need during your high 
school work? 

5. To what countries and to what phases of the world's 

geography do you refer most often? 



GEOGRAPHY 



197 



6. If you have occasion to refer to maps, atlases, globes, 

etc., for what purpose do you consult them? 

7. Would excursions have been of value to you if your 

teachers had made use of them? 

8. Do you wish you had had geography through the eighth 

grade? 

Answers to Questionnaires. — Of the 185 persons return- 
ing answers to the first questionnaire, there were : 



Teachers 85 

Department store workers. .45 

Shipyard workers 16 

Bankers 6 

Farmers, cattlemen 4 

Housewives 4 

Engineers 3 

Librarians 3 

Commercial salesmen 3 

Post Office clerks 2 



Ministers 2 

Employee P. E. R. R.... 

Metal worker 

Carpenter 

Auto painter 

Bookkeeper 

Police officer 

Jeweler 

Barber 

Not stated 



In addition, personal interviews were sought with a num- 
ber of representative business men. 

Of the 489 high school students responding to the second 
questionnaire there were: 164 boys and 325 girls. 

Education received in: 



Business group 

City schools 98 

Rural schools 46 

Both 21 

Private, parochial 5 



High School group 

City schools 291 

Rural schools 14 

Both 21 

Not stated 107 



Deductions Tabulated from Answers. — To the enthusi- 
astic geographer there were many significant pointers in the 
answers to the questions. A considerable number of the 



198 MINIMUM COURSE OF STUDY 

group reached common conclusions noteworthy among 
which are the following: 

Instruction 

It is evident that there is a lack of vitality in the teaching 
of the subject of geography. 

There should be reference material used and more careful 
teaching of the use of such material. 

In spite of the emphasis upon place geography in much of 
the present-day teaching of the subject, locations are not 
known or well fixed. 

Geography teaching needs an epidemic of excursions. 

Service of Geography 

Much of the utility of geography lies in the contribution 
this study makes to the understanding and enjoyment of life. 

It is more important as a background in the study of other 
subjects and for general reading. 

Subject Matter 

"The proper study of mankind is man" — The most 
interesting phase of geography is the study of people. 

A thorough knowledge of the United States and Europe 
seems to be the most needed. 

To know the geography of the locality in which one lives is 
desirable. 

Age When Most Effective 

The seventh grade is at the peak of the enjoyment 
curve. 

There is a need for more geography in the upper grades 
and high school at the age when students are mature enough 
to appreciate relationships. 



GEOGRAPHY 199 

Aim for Teaching Geography 

The answers received strongly stressed the need of a clue 
to the relationships between geographic influences and the 
successes or failures of people in their natural environments 
as well as the manner in which diverse nations affect each 
other socially and economically. It seems evident, there- 
fore, from the reports that geography should be taught with 
the following aim : To make us sympathetically acquainted 
with other folk that the interdependence of the peoples of 
the earth may be fully realized.. 

Definition of a Minimum Essential 

The Committee is obliged to acknowledge that many 
estimable people have managed to live useful lives with 
little or no geographic information. But when groups of 
representative citizens and students declare that geography 
is invaluable as a contribution to their understanding and 
enjoyment of life, we consider ourselves justified in outlining 
the more important of the facts and principles of the subject 
which shall prepare our boys and girls for a fuller and more 
intelligent appreciation of the world in which we live. 

"It is not facts, but systems of facts, which constitute 
minimum essentials in geography." The Committee feels 
that there is no one fact of sufficient importance for every 
child to know but in order for children to "geographize" 
there must be a richness of raw materials through which to see 
relationships and from which to draw conclusions. Elimi- 
nations in geography, therefore, are to be accomplished more 
through relating data to their proper subordinations than 
in attempting to reduce the number of facts taught. 

Our research has shown us that every trade and profession 
which uses the subject requires a specialized phase of geogra- 
phy and proceeds to secure what is essential to its needs. If 



200 MINIMUM COURSE OF STUDY 

we but knew what the child's life work is to be, our efforts 
could be directed to some purpose. Since we have not this 
knowledge we must shape a course which shall be useful to all 
classes of society. With the aim we have chosen and with a 
careful observance of the definition of a minimum essential 
as set by ourselves, we have endeavored to include mainly 
what we have discovered from our own experience as teachers 
to be the important phases. 

We firmly believe that there are certain facts of informa- 
tion, certain underlying principles governing the lives of 
people, certain ruling geographic concepts forming a very 
desirable body of knowledge for every citizen who deems 
himself intelligent. The assembling of these data will 
depend specifically upon the purpose with which the units 
of work are approached, upon the locality where the subject 
is taught, and decidedly upon the age and interests of the 
students; but in each case, enough data must be gathered 
to make clear the concept. In general, then, any geographic 
fact, principle, or the handling of any equipment which 
shall be of vital help in aiding the student to accomplish the 
aim for which the subject is taught, shall constitute a mini- 
mum essential in geography. 

Material Points Desirable 

Below is listed the material which in the judgment of the 
Committee should constitute the body of geographic knowl- 
edge essential to create in the student a sympathetic under- 
standing of the life problems of other peoples. The age of 
the pupil will determine the intensiveness of the study. 

Data for the understanding of peoples : — 

How people live and work in polar regions. 

How people live and work in arid and semi-arid lands* 

How people live and work in the tropical belts* 



GEOGRAPHY 201 

How people live and work in temperate areas. 
How people, plants and animals are affected by: 

1. The changes of seasons. 

2. The distance from the equator and the angle of 
isolation. 

3. The difference in the length of day and night. 

4. The wind systems and their effect upon temperature 
and rainfall. 

5. The difference in the heating of land and water and 
the effect of distance from the sea. 

6. The topography of the land and the shape of the 
coast-line. 

How people are influenced by the processes which alter 
the surface of the earth: 

1. The work of running water, ground water, waves. 

2. The work of the atmosphere. 

3. The work of snow and ice. 

4. The effect of earthquakes and volcanoes. 

How men of different regions are dependent upon each other. 

How man overcomes his geographic environment. 

How the prosperity of peoples is determined by the natural 
distribution and by the methods of production of the great 
world products. (Choice of these products for study should 
be conditioned by the pupils' experiences.) 

How man is prospered or hindered by the means he has for 
transporting his products to markets. 

How cities come to be located where they are as markets 
for the commodities produced by different groups of peoples. 

How the people of a nation are prosperous or backward 
according to whether their type of government is strong and 
enlightened or weak and unprogressive. 

The locations (thoroughly taught) of any places, by their 
cities, oceans, rivers, etc., which become vital in working out 



202 MINIMUM COURSE OF STUDY 

» 

the problems which the pupils or teachers set in the class 

discussions. 

Suggested Units for Study 

A careful study of the responses to the questionnaires 
corroborated the conviction, already held, that the chief 
weakness in the teaching of geography is its lack of vitality. 
In real life, difficulties issue a challenge to activity. This 
challenge constitutes a problem which must be solved. Any 
subject matter becomes vital as it teases the student into 
making effort for himself. We, therefore, strongly recom- 
mend the use of the problem -project method in the adminis- 
tration of this course of study, wherever practicable, since 
this method more than any other approximates the condi- 
tions under which geographical information is used in real life. 

The problem in geography can be defined just as it is 
for arithmetic. It is a task set for solution, data being given 
or sought, which, when properly applied through the use of 
a guiding principle, will result in the form of an answer. 

The greatest difficulty in administering any course of 
study by the use of the problem-project method comes 
through the lack of good supplementary material for use in 
the hands of the children. Good books can be had; the 
public must be educated to the need and to the will to provide 
these references. 

The emphasis in the lower grades is placed upon the lives 
of people and industries; in the upper grades upon trade 
relations. 

B Fourth Grade 

Unit: — How children work and play in other lands. 

1. Children who live in the hot belt. 

2. Children who live in the cold lands. 

3. Children who live in the temperate regions where 
our home is. 



GEOGRAPHY 203 

Geographic concepts and abilities to be retained from the 
study of this unit: 

The earth is round. It turns upon its axis as it swings 
around the sun space. It is made of water and land and 
air. There are six large masses of land called continents and 
a number of smaller bodies of land, called islands. The 
water of the earth is called the oceans. There are five oceans. 

People live upon the land. Some live where it is very 
hot; some where it is very cold; some where it is temperate, 
with a warm season and a cold season in one year. 

Some folks live among high mountains; others have 
homes on wide plains; some dwell on islands; some are 
found in dark forests; some wander about great deserts. 
All these people must strive for something to eat, clothes 
to wear, and must build houses to live in. Some work 
to make money to buy food, clothes, and houses. Nearly 
everyone likes to play. Nearly everyone, at times, goes 
from place to place or travels. Many people have animals 
to help them do their work. Some use machines to get 
more work done. Some sell the goods that others make. 

Some of these people live east of us, some west, some 
south, some north. We can trace the way to their homes 
on a map. 

A Fourth Grade 

Unit: — How people live and work in North America. 
An extensive study of the continent through typical 
industries. 

People at work: 

The farmer The lumberman 

The dairyman The miner 

The fisherman The manufacturer 

The stockman The shipper 

The merchant 



204 MINIMUM COURSE OF STUDY 

Geographic concepts and abilities to be retained from the 
study of this unit : 

A clear understanding of the conditions under which the 
workers of our country and continent perform their labors. 

The necessity for and the dignity of labor. 

Every occupation has its own geographic conditions, 
and its own sort of handicaps. 

Every group of workers needs the products of some 
other group. 

All products, except minerals, depend upon the soil and 
climate of a locality. 

The names, location, and spelling of the countries of 
North America; of the bodies of water surrounding it; of 
the chief physiographic divisions of the continent; of the 
important lakes and rivers. 

B Fifth Grade 

Unit: — California and her relationship to the rest of the 

United States. 

The United States treated extensively. 
Geographic concepts and abilities to be retained from a 
study of this unit : 

An intelligent understanding of the geographic conditions 
which cause the people of California to live as they do. 

Ability to observe surroundings closely and to interpret 
observations intelligently; to assemble material discrimi- 
natingly and to use and organize it effectively. 

Deepening of the feeling that all people labor for a 
livelihood and that the prosperity of a people depends 
upon their industry and vision. 

California a part of a larger group, the United States. 

The dependence of California upon other parts of the 
United States; her contributions to other states; means of 
transportation and communication, 



GEOGRAPHY 205 

California's advantages over some regions; her lacks 
as compared with others. 

Other regions of United States where California's 
typical industries and products are found. 

The physiographic regions for California and the United 
States; names; locations; spelling of all terms used; chief 
cities, rivers, water bodies, mountains, etc. 

Ability to draw rapidly, free-hand, the map of the state, 
locating the chief points of interest or importance. 

A Fifth Grade 

Unit: — California's Pacific neighbors and her relation to 
them: China, Japan, South America. 

Geographic concepts and abilities to be retained from 
the study of this unit : 

The meaning of the statement: "Other people are not 
queer; they are just different." 

An understanding of latitude and reasons why it grows 
colder as the distance is traveled toward the poles and 
hotter as one nears the equator. 

The fact and the simple statement of the causes of the 
change of temperature with altitude. 

The fact of the wind belts, their location, their effect. 

Knowledge of how rainfall is conditioned by wind direc- 
tion and land surface. 

Deepening of the notion of the effect of the physical 
conditions of regions upon the lives of human beings, 
animals, and plants. 

Ability to compare and contrast the physiographic 
features, industries, products, and living conditions of 
man in North and South America and in Asia. 

Ability to use and read maps readily. 

Ability to draw quickly, free-hand, a map of South 
America, locating points of chief importance. 



206 MINIMUM COURSE OF STUDY 

Ability to read freely and understanding^ simple 
references relating to the topics discussed. 

The names, proper pronunciation, and spelling of the 
countries and cities discussed; the same for any typical 
terms used. 

B Sixth Grade 

Unit: — Mediterranean countries of Europe and their 
colonies; Palestine. 

A Sixth Grade 

Unit: — Countries of northern Europe and their colonies. 
Geographic concepts and abilities to be gained from these 
units : 

Recognition of the effect of westerly winds and ocean 
currents upon the temperature and rainfall of western 
Europe. 

Realization of the part played in the climate of Europe 
by its location and topography; the influence of climate 
upon the lives of the people and the products. 

Acknowledgment of the debt we owe to the peoples of 
Europe for our own class of citizens, our form of govern- 
ment, our history, our art, our literature, as well as for a 
considerable share of our everyday comforts. 

A larger realization of the part the government and 
education of a nation play in its industrial prosperity and 
development. 

Significance of location of cities, trade and transportation 
routes. 

Ability to study independently, to work out a problem 
from references, to report clearly and logically the solution 
of problems. 

Ability to follow understandingly the steps in the de- 
velopment of more and more complex problems. 



GEOGRAPHY 207 

Understanding of the meaning and significance of area, 
of density of population; use of scale of miles. 

Proper pronunciation, spelling, quick and accurate 
location of all places studied. 

B Seventh Grade 

Unit: — The United States and its possessions as an agri- 
cultural, grazing and dairying, fishing, and lumbering nation. 

A Seventh Grade 

Unit: — The United States and its possessions as a mining, 
manufacturing, and commercial nation. 

Geographic concepts and abilities to be gained from these 
units : 

The greatest resource of a nation is an intelligent, pro- 
gressive, energetic, democratic people. 

The fact of the wealth of the resources of the United 
States and the ways by which her people must conserve 
them. 

The laws which influence the manner in which com- 
modities are produced, transported, and consumed. 

The part the cyclonic circulation of the westerlies 
plays in the production of the three greatest of the soil 
products : wheat, corn, cotton. 

The factors which govern the foreign trade of the United 
States. 

The rank of the United States in the production and 
use of the great world commodities. 

A sense of individual responsibility concerning the 
handling of our dependencies; for knowing our wards and 
our nearest neighbors so well that we may make no mis- 
take in our dealings with them. 

Ability to gather, graph, and interpret statistics of 
production. 



208 MINIMUM COURSE OF STUDY 

Proper pronunciation, location, and spelling of the 
names of all places studied. 

B Eighth Grade 

Unit: — California and the Orient with South America 
considered in reference to trade relations. 

Geographic concepts and abilities to be gained from this 
unit: 

A knowledge that we must consider the tastes, customs, 
and prejudices of other peoples if the most thriving trade 
possible is to be carried on between peoples of different 
habits of thought. 

A glimpsing of the future moving of trade across parallels 
from north-south and south-north directions instead of 
the east-west following of trade channels along parallels. 

The application to this unit of all the principles de- 
veloped in previous units. 

A Eighth Grade 

Unit: — The United States as a world power in her rela- 
tions to the other great nations of the world. 

Geographic concepts and abilities to be gained from this 
unit: 

The realization of the aim for which the course is 
planned; the sympathetic understanding of other folk. 

Bibliography 

Standard School Tests for Very Constant Reference: — 
Brigham, Albert Perry, and McFarlane, Chas. T. — Essentials of 
Geography. (Revised Edition). American Book Company, New 
York. 1920. First and Second Books. 
Fairbanks, Harold Wellman — Topical Outline of Geography. 
Blakiston's, Philadelphia. 1921. 

Part I: North America. Part III: Europe. 

Part II: South America. Part IV: Asia. 

Part V: Africa, Australia, and Islands of Pacific. 



GEOGRAPHY 209 

Frye and Atwood — Geographical Series. Ginn & Company, Boston. 
1920. 
Frye, Alexis Everett — New Geography, Book I. 
Atwood, Wallace W. — New Geography, Book II. 
McMurry, Frank M., and Parkins, A. E. — Elementary Geography. 

Macmillan Company, New York. 1921. 
McMurry, Frank M., and Parkins, A. E. — Advanced Geography. 

Macmillan Company, New York. 1921. 
Smith, Joseph Russell — Peoples and Countries. John Winston, 
Chicago. 1921. 
Human Geography. 
Regional Geography. 

Standard and Helpful Magazines: — 

Asia. 

Bulletin of the Pan-American Union. 

Current Events. 

Independent. 

Journal of Geography. 

Literary Digest. 

National Geographic Magazine. 

Outlook. 

Pathfinder. 

South American. 

Travel. 

World's Work. 

Sources for Authentic Statistics: — 

Department of Commerce — Statistical Abstract of United States. 

Government Printing Office, Washington. 
Trade and Consular Reports. 
Statesman's Year Book. Macmillan Company, London. 
World Almanac. New York Press Publishing Company, New York 

World. 
Year Book of United States Department of Agriculture. Government 

Printing Office, Washington. 

Continent Series Containing Valuable Material : — 

Allen, Nellie Burnham — Geographical and Industrial Studies. 
Ginn & Company, Boston. 

Asia, 1916. South America, 1918. 

Nm& Europe, 1930. Ufvikd $!«&§$ 1910. 



210 MINIMUM COURSE OF STUDY 

Carpenter, Frank George — Geographical Readers. American Book 
Company, New York. 1898-1905. 

Africa. 

Asia (New), 1921. 

Australia and the Islands of the Sea. 

Europe (New), 1922. 

North America (New), 1921. 

South America (New), 1921. 

How the World Is Fed, 1907. 

How the World Is Clothed, 1908. 

How the World Is Housed, 1911. 

Chamberlain, James Franklin, and Arthur, Henry — Continents 
and Their People. Macmillan Company, New York. 
Africa, 1914. North America, 1911. 

Asia, 1913. Oceania, 1916. 

Europe, 1912. South America, 1913. 

Chamberlain, James Franklin — Home and World Series. Mac- 
millan Company, New York. 

How We Are Clothed, 1913. How We Are Sheltered, 1914. 

How We Are Fed, 1914. How We Travel, 1914. 

Herbertson, Andrew John and Fanny Louisa — Descriptive Geog- 
raphy from Original Sources. A. & C. Black, London. 

Africa, 1902. Europe, 1903. 

Asia, 1903. North America, 1901. 

Australia, 1903. South America, 1902. 

Rabenort, William Louis — Geographies. American Book Company, 
New York. 

1. U. S. by Groups, 1914. 4. North America & South 

2. U. S. as a Whole, 1914. America, 1912. 

3. North America and United 5. Asia, Africa, Australia. 

States, 1913. 6. Europe. 

Rand McNally Geographical Readers. 

Bowman, Isaiah — South America, 1915. 

Huntington, Ellsworth — Asia, 1912. 
World and its People Series. Silver, Burdett & Company, New York. 

Smith, Minna Caroline — Our Own Country. 

Markwick, William Fisher, and Smith, William A.— Republics 
of South America, 1901, 



GEOGRAPHY 211 

Coe, Fannie E. — Modern Europe, 1902. 

Coe, Fannie E. — Our American Neighbors, 1902. 

Smith, Mary Cate — Life in Asia, 1904. 

Badlam, Anna B. — Views in Africa, 1906. 

Kellogg, Eva Mary — Australia and the Islands of the Sea, 1898. 

Twombley, Alexander Stevenson — ■ Hawaii and Its People, 

1899. 
Knapp, Adeline — Story of the Philippines, 1902. 
Seabury, Joseph Bartlett — Porto Rico, 1903. 

A Brief Bibliography for the Teaching of Geography: — 

Archer, Richard L., Lewis, William James, and Chapman, A. E. — 
Teaching of Geography in the Elementary Schools. Macmillan Com- 
pany, New York. 1910. 

Atwood, Wallace W., and Thomas, Helen Goss — Teaching the 
New Geography. Ginn & Company, Boston. 1921. 

Bonser, Frederick Gordon — Elementary School Curriculum, Chapter 
10. Macmillan Company, New York. 1920. 

Branom, Mendel Everett — Project Method in Education. Badger, 
Boston. 1919. 

Branom, Mendel Everett — Problem-Project Method in the Teaching 
of Geography: Journal of Geography; 16: 333-338. May, 1918. 

Branom, Mendel Everett, and Reavis, W. C. — Minimum Essentials 
in Geography: Seventeenth Yearbook of the National Society for the 
Study of Education in the United States, pp. 27-39. 

Charters, Werrett Wallace — Teaching the Common Branches, 
Chapter 9. Houghton Mifflin Company, Boston. 1913. 

Dewey, John — Democracy and Education, Chapter 16. Mac- 
millan Company, New York. 1916. 

Dodge, Richard Elwood, and Kirchwey, Clara Barbara — Teach- 
ing of Geography in Elementary Schools. Rand McNally & Company, 
Chicago. 1913. 

Freeman, Frank Nugent — Psychology of the Common Branches, 
Chapter 8. Houghton Mifflin Company, Boston. 1916. 

Gilbert, Charles Benajah — What Children Study and Why, Chap- 
ters 15, 16, and 17. Silver, Burdett .& Company, New York. 1913. 

Holtz, Frederick Leopold — Principles and Methods of Teaching 
Geography. Macmillan Company, New York. 1913. 

Kendall, Calvin Noyes, and Mirick, George Alonzo — How to 
Teach the Fundamental Subjects, Chapter 4. Houghton Mifflin 
Company, Boston. 1915. 



212 MINIMUM COURSE OF STUDY 

Lackey, Earl E. — Studies in the Principles of Geography. Rand 
McNally & Company, Chicago. 1921. 

McMurry, Charles Alexander — : Teaching by Projects. Macmillan 
Company, New York. 1920. 

McMurry, Charles Alexander — Special Method in Geography. 
Macmillan Company, New York. 1903. 

National Society for the Study of Education — Twentieth Year 
Book. (Contains excellent bibliography on project problem method 
in teaching of Geography.) 

Nolan, Ora I. — Ways of Raising Geography Teaching above the Com- 
monplace: Journal of Geography, 17: 41-49. October, 1918. 

Rapeer, Louis Win, and Others — Teaching the Elementary Subjects, 
Chapter 16. Scribner's, New York. 1917. 

Ridgley, Douglas C. — Teaching of Place Geography: Journal of 
Geography, 11: 13-16. September, 1912. 

Stevenson, John A. — Project Method of Teaching. Macmillan Com- 
pany, New York. 1921. 

Sutherland, William James — Teaching of Geography. Scott, Fores- 
man & Company, Chicago. 1909. 

Wallis, Bertie Cotterell — Teaching of Geography. Putnam's, 
New York. 1915. 

Whitbeck, R. H. — Where Shall We Lay the Emphasis in Teaching 
Geography?: Education, 31: 108-116. October, 1910. 

Whitbeck, R. H. — Suggestion for Teaching Elementary Geography: 
Journal of Geography, 16: 121-129. December, 1917. 

Wilson, Harry Bruce, and Guy Mitchell — Motivation^gf^School 
Work, Chapter 8. Houghton Mifflin Company, Boston. 1916. 

Note: Every teacher of Geography should have on her desk the 
bibliography for geography material which is to be found in the 
Journal of Geography, 16:361-403. June, 1918. It is very full and 
very valuable. 

A good list of standard books for reference is contained in: 

Modern Geography: — Salisbury, Rollin D., Barrows, Harlan H., 

and Tower, Walter Sheldon. Henry Holt, New York. 1913. 
Brigham, Albert Perry, and McFarlane, Chas. T. — Essentials of 

Geography. List of books for reference: Book I, pp. 257-8; Book 

II, p. 411. 
Atwood, Wallace W. — New Geography, Book II, Appendix, p. i: 

A list of books, helpful to teachers and pupils. 



GEOGRAPHY 213 

A Suggested List of Books for the Teacher's Reference Shelf: — 

Aret, Albert Llewellyn and Others — Physiography for High 

Schools. Heath & Company, Boston. 1911. 
Bartholomew, John George — Advanced Atlas of Physical and 

Political Geography. Oxford University Press, London. 1917. 
Brunhes, Jean — Human Geography. Rand McNally & Company, 

Chicago. 1920. 
Freeman, William George, and Chandler, Stafford Edwin — 

World's Commercial Products. Ginn & Company, Boston. 1907. 
Herbertson, Andrew John, and Fanny Louisa — Man and his 

Work, 3d ed. Black, London. 1914. 
Huntington, Ellsworth, and Cushing, Sumner N. — Principles of 

Human Geographhy. Wiley, New York. 1920. 
Jackson, Edward Payson — Earth in Space, or Astronomical Geography. 

Heath & Company, Boston. 1910. 
Johnson, Willis Ernest — Mathematical Geography. American Book 

Company, New York. 1907. 
King, Franklin Hiram — The Soil. Macmillan Company, New York. 

1907. 
King, Franklin Hiram — Irrigation and Drainage. Macmillan 

Company, New York. 1909. 
Mill, Hugh Robert (Ed.) — International Geography. Appleton & 

Company, New York. 1909. 
Robinson, Edward Van Dyke — Commercial Geography (ed. of 1920) . 

Rand McNally & Company, Chicago. 
Salisbury, Rollin D. — Physiography (Advanced). Henry Holt, 

New York. 1908. 
Salisbury, Rollin D., Barrows, Harlan H., and Towers, Walter 

Sheldon — Elements of Geography. Henry Holt, New York. 1912. 
Semple, Ellen Churchill — Influences of Geographic Environment. 

Henry Holt, New York. 1911. 
Smith, Joseph Russell — Commerce and Industry. Henry Holt, 

New York. 1916. 
Smith, Joseph Russell — Sources of the World's Food. Henry Holt, 

New York. 1919. 
Van Hise, Charles Richard — Conservation of Natural Resources 

in the United States. Macmillan Company, New York. 1910. 
Ward, Robert DeCourcy — Climate (2nd edition revised). Putnam's, 

New York. 1918. 
Widstoe, John Andreas — Dry Farming. Macmillan Company, New 

York. 1911. 



214 MINIMUM COURSE OF STUDY 

Wiswell, Leon Orlando — Globes and Maps. Rand McNally & 
Company, Chicago. 1913. 

Bibliography for B Fourth Grade : — 

Andrews, Jane — Seven Little Sisters. Ginn & Company, Boston. 1894. 

Andrews, Jane — Each and All. Ginn & Company, Boston. 1893. 

Allen, Alice E. — Children of the Palm Lands. Educational Pub- 
lishing Company, Chicago. 1901. 

Be ale, Anne, and Logan, Olive — Children of the World. Educational 
Publishing Company, Chicago. 1904. 

Botspord, Amelia Howard — Child Life in All Nations. American 
Book and Bible House, Philadelphia. 1901. 

Campbell, Helen Mary LeRoy — Little Jan, the Dutch Boy. Edu- 
cational Publishing Company, Chicago. 1905. 

Campbell, Helen Mary LeRoy — Wewa, the Child of the Pueblo. 
Educational Publishing Company, Chicago. 1903. 

Campbell, Helen Mary LeRoy — Story of Little Konrad. Educa- 
tional Publishing Company, Chicago. 1902. 

Campbell, Helen Mary LeRoy — Story of Little Metzu, the Japanese 
Boy. Educational Publishing Company, Chicago. 1905. 

Campbell, Helen Mary LeRoy — Wah Sing, our Little Chinese 
Cousin. Educational Publishing Company, Chicago. 1904. 

Carpenter, Frank George — Around the World with the Children. 
American Book Company, New York. 1918. 

Carroll, Clarence Franklin (Ed.) — Around the World Series. 
Silver, Burdett & Company, New York. 1910. 

Book I: Tolman, Stella W. C. — Eskimos, Arabs, Dutch, Chinese, 

Japanese. 
Book II: Tolman, Stella W. C. — India, Scotland. 
Book III: Tolman, Stella W. C, and Jerome, Harriet L. — 
Alaska, Mexico, Norway, Switzerland, Cuba, Philippines, Hawaii. 

Chamberlain, James Franklin — Home and World Series. Macmillan 
Company, New York. 

How We Are Clothed, 1913. How We Are Sheltered, 1914. 

How We Are Fed, 1914. How We Travel, 1914. 

Chance, Lula Maude — Little Folks of Many Lands. Ginn & Com- 
pany, Boston. 1904. 

DuChailltj, Paul Belloni — Land of the Long Night. Scribner's, 
New York. 1899. 



GEOGRAPHY 215 

Dunton, Lucy — School Children the World Over. Stokes & Company, 
New York. 1909. 

Dutton, Maude Barrows — In Field and Pasture. American Book 
Company, New York. 1905. 

Fairbanks, Harold Wellman — Stories of Our Mother Earth. Edu- 
cational Publishing Company, Chicago. 1908. 

Froelicher, Francis Mitchell — Swiss Stories and Legends. Mac- 
millan Company, New York. 1917. 

Gaines, Ruth Louise — Lucita, a Child's Story of Old Mexico. Rand 
McNally & Company, Chicago. 1913. 

Krout, Mart Hannah — Alice's Visit to the Hawaiian Islands. Ameri- 
can Book Company, New York. 1900. 

Little, Burtis M. — Francisco, the Filipino. American Book Com- 
pany, New York. 1915. 

McDonald, Etta Austin (Blaisdell), and Dalrymple, Julia — 
Little People Everywhere Series. Little Brown, Boston. 1909-16. 

Marta in Holland. Manuel in Mexico. 

Ume San in Japan. Donald in Scotland. 

Chandra in India. Kathleen in Ireland. 

Miller, Harriet Mann — Little People in Asia. Dutton & Company, 

New York. 1904. 
Mirick, George Alonzo, and Holmes, Burton — Home Life Around 

the World. Houghton Mifflin Company, Boston. 1918. 
Mitchell, Addie Fouts — Paz and Pablo, Filipino (Children of the 
World Series). World Book Company, Yonkers-on-Hudson, New 
York. 1917. 
Morris, Charles — Home Life in All Lands. Lippincott, Philadel- 
phia. 1907-11. 

Book I. How the World Lives. 

Book II. Manners and Customs of Uncivilized People. 

Book III. Animal Friends and Helpers. 

Our Little Cousin Series. Page, Boston. 1902. 
Butler, E. C. — Ovr Little Mexican Cousin. 
Headland, I. T. — Our Little Chinese Cousin. 
McDonald, E. R. — Our Little Canadian Cousin. 
Mansfield, B. — Our Little Arabian Cousin. 
Mansfield, B. — Our Little Hindu Cousin. 
Pike, H. L. M. — Our Little Panama Cousin. 



216 MINIMUM COURSE OF STUDY 

Roulet, M. F. — Our Little Alaskan Cousin. 
Roulet, M. F. — Our Little Australian Cousin. 
Shedd, E. C. — Our Little Persian Cousin. 
Wade, M. H. — Our Little African Cousin. 
Wade, M. H. — Our Little Eskimo Cousin. 
Wade, M. H. — Our Little Philippine Cousin. 
Wade, M. H. — Our Little Japanese Cousin. 
Wade, M. H. — Our Little Hawaiian Cousin. 
Winslow, C. V. — Our Little Finnish Cousin. 

Perdue, Hannah Avis — Child Life in Other Lands. Rand McNally 

& Company, Chicago. 1918. 
Perkins, Lucy Fitch — Twin Books. Houghton Mifflin Company, 

Boston, 1912. 

Dutch Twins. Italian Twins. 

Eskimo Twins. Japanese Twins. 

Belgian Twins. Mexican Twins. 

French Twins. Scotch Twins. 

Irish Twins. 

Peary, Josephine Diebitsch. — Snow Baby. Stokes & Company, 

New York. 1901. 
Peary, Josephine Diebitsch — Children of the Arctic. Stokes & 

Company, New York. 1904. 
Peary, Robert Edwin. — Snowland Folk. Stokes & Company, New 

York. 1904. 

Schwartz, Julia Augusta — Five Little Strangers. American Book 
Company, New York. 1904. 

Shaw, Edward Richard — Big People and Little People of Other Lands. 

American Book Company, New York. 1900. 
Smith, Mary Emily Estella — Eskimo Stories. Rand McNally & 

Company, Chicago. 1902. 

Smith, Mary Emily Estella — Holland Stories. Rand McNally & 
Company, Chicago. 1913. 

Starr, Frederick — Strange Peoples. Heath & Company, Boston. 
1901. 

Thomson, John Stuart. — Fit and Filippa. Macmillan Company, 
New York. 1917. 

Walter, L. Edna — Peeps at the World's Children. Macmillan Com- 
pany, New York. 1915. 



GEOGRAPHY 217 

Whittum, Lizzie S. — Little Folks of Faraway Lands. Educational 

Publishing Company, Chicago. 1907. 
Williston, Theresa Peirce — Hindu Tales. Rand McNally & 

Company, Chicago. 1917. 

Suggestive Bibliography for A Fourth Grade : — 

Bradish, Sarah Powers — Stories of Country Life. American Book 
Company, New York. 1901. 

Chamberlain, James Franklin — Home and World Series. Macmillan 
Company, New York. 

How We Are Clothed, 1913. How We Are Sheltered, 1914. 

How We Are Fed, 1914. How We Travel, 1914. 

Continent Readers in General List. 

Dutton, Maude Barrows — In Field and Pasture. American Book 

Company, New York. 1905. 
Fairbanks, Harold Wellman — Home Geography. Educational 

Publishing Company, Chicago. 1903. 
Fairbanks, Harold Wellman — Home and its Relations to the World. 

Harr Wagner, San Francisco. 1921. 
Fairbanks, Harold Wellman — Conservation Reader. World Book 

Company, Yonkers-on-Hudson. 1920. 
Kipling, Rudyard — Captains Courageous. Century Company, New 

York. 1897. 
Lane, Martha Allen Luther — Industries of Today (Youth's Com- 
panion Series). Ginn & Company, Boston. 1904. 
Mott, Sarah Minnie, and Button, Maude Barrows — Fishing and 

Hunting. American Book Company, New York. 1905. 
Shillig, Elnora Elizabeth — The Four Wonders. Rand McNally & 

Company, Chicago. 1913. 

Standard Texts in General List. 

Tappan, Eva March — The Industrial Readers. Houghton Mifflin 
Company, Boston. 1916. 

Book I. The Farmer and His Friends. 
Book II. Diggers in the Earth. 
Book III. Makers of Many Things. 
Winslow, Isaac Oscar — Geographical Readers. Heath & Company, 
Boston. 1910. 

Book I. Earth and Its People. 



218 MINIMUM COURSE OF STUDY 

Book II. The United States. 
Book III. Our American Neighbors. 

Suggestive Bibliography for B Fifth Grade : — 

Booklets issued by County and City Chambeks of Commerce. 

Continent Readers in General List. 

Fairbanks, Harold Wellman — California. Harr Wagner, San 

Francisco. 1920. 
Fairbanks, Harold Wellman — Western United States. Heath & 

Company, Boston. 1907. 
National Parks Folio — Washington, Department of the Interior. 
Railroad Folders and Advertisements. 
Rabenort, William Louis — Rabenort's Geography. 

Book I. United States by Groups of States. American Book Com- 
pany, New York. 1914. 
Book II. United States as a Whole. American Book Company, 

New York. 1914. 
Book III. North America and United States. American Book 

Company, New York. 1913. 
Book IV. North America and South America. American Book 
Company, New York. 1912. 
Standard Texts in General List. 
Winslow, Isaac Oscar — Geography Readers. Book II, The United 

States. Heath & Company, Boston. 1910. 
Wonderland of California: National Geographic Magazine, 28: 57-99. 
July, 1915. 

Suggestive Bibliography for A Fifth Grade : — 

Baldwin, Charles W. — Geography of Hawaiian Islands. American 

Book Company, New York. 1908. 
Barrows, David Prescott — ■ History of the Philippines. World Book 

Company, Yonkers-on-Hudson. 1914. 
Bulletin of the Pan-American Union, Washington, D. C. ($2.50 per 

year). 
Continent Readers in General List. 
Gilson, Jewett Castello — Wealth of the Worlds Waste Places and 

Oceania. Scribner's, New York. 1913. 
Gregory, Herbert E. — Lonely Australia, the Unique Continent: 

National Geographic Magazine, 30: 473-563. December, 1916. 



GEOGRAPHY 219 

Krout, Mary Hannah — Two Girls in China. American Book Com- 
pany, New York. 1900. 

Krout, Mary Hannah — Alice's Visit to Hawaiian Islands. American 
Book Company, New York. 1900. 

Little Cousin Series. Page, Boston. 1902. 

Brooks, Eva Cannon — Francesco, our Little Argentine Cousin. 

1910. 
Roulet, M. F. — Our Little Brazilian Cousin. 
Wade, M. H. — Our Little Australian Cousin. 
Headland, I. T. — Our Little Chinese Cousin. 
Wade, M. H. — Our Little Hawaiian Cousin. 
Mansfield, B. — Our Little Hindu Cousin. 
Wade, M. H. — Our Little Japanese Cousin. 
Wade, M. H. — Our Little Philippine Cousin. 

Lucia, Rose — ■ Stories of American Discoveries for Little Americans. 

American Book Company, New York. 1910. 
MacClintock, Samuel — The Incas, pp. 88-112. 
MacClintock, Samuel — The Philippines. American Book Com- 
pany, New York. 1903. 
McDonald, Etta Austin (Blaisdell), and Dalrymple, Julia — 
Little People Everywhere Series. Little Brown & Company, Boston. 
1909-16. 
Chandra in India. Ume San in Japan. 

Miller, Harriett Mann — Little People in Asia. Dutton & Com- 
pany, New York, 1904. 
McFee, Inez Nellie — Boys and Girls of Many Lands. Crowell, 

New York. 1917. 
Nida, Stella Humphrey — Panama and Its Bridge of Water. Rand 

McNally & Company, Chicago. 1915. 
Peeps at Many Lands Series. Macmillan Company, New York. 
Browne, Edith C. — Panama. 1913. 
Browne, Edith C. — South America. 1916. 
Johnson, L. E. — China. 
Fox, E. — Australia. 
Finnemore, J. — Japan, Korea. 
Finnemore, J. — India. 

Peeps at Many Industries. Macmillan Company, New York. 
Browne, Edith C. — Rubber. 1912. 
Browne, Edith C. — Tea. 
Browne, Edith C. — Sugar. 



220 MINIMUM COURSE OF STUDY 

Redway, Jacques Wardlaw — All around Asia. Scribner's, New 
York. 1910. 

Roe, Alfred Sielye — Stories from Chinese History. Stokes & Com- 
pany, New York. 1917. 

Shillig, Elnora Elizabeth — Four Wonders. Rand McNally & 
Company, Chicago. 1913. 

Twombley, Alexander Stevenson — Hawaii and Its People. Silver, 
Burdett & Company, New York. 1899. 

Walter, L. Edna — Peeps at the World's Children. Macmillan Com- 
pany, New York. 1915. 

Williston, Theresa Peirce — Hindu Tales. Rand McNally & Com- 
pany, Chicago. 1917. 

Suggestive Bibliography for Sixth Grade : — 

Allen, Alice E. — Stories of the Rhine Company. Educational Pub- 
lishing Company, New York. 1914. 

Carroll, Clarence F. (Ed.) — Around the World Series: 

Book V: Tolman, Stella Webster (Carroll), and Waldo, 
Lillian M. — The British Empire. Silver, Burdett & Com- 
pany, New York. 1910. 

Continent Series in General List. 

De la Ramee, Louise (Ouida) — A Dog of Flanders. Page, Boston. 
1891. 

Dodge, Mary Mapes — Hans Brinker, a Story of Life in Holland. 
Scribner's, New York. 1907. 

Dodge, Mary Mapes — The Land of Pluck. Central, New York. 1904. 

Froelicher, Francis Mitchell — Suriss Stories and Legends. Mac- 
millan Company, New York. 1917. 

Hall, Jennie — Viking Tales. Rand McNally & Company, Chicago. 
1902. 

Lane, M. A. L. — Northern Europe (Youth's Companion Series). Ginn 
& Company, Boston. 1902. 

Lane, M. A. L. — Under Sunny Skies (Youth's Companion Series). 
Ginn & Company, Boston. 1902. 

Little Cousins Series. Page, Boston. 

— Our Little Belgian Cousin. 

— Our Little Bohemian Cousin. 
Winlow, C. V. — Our Little Bulgarian Cousin. 
Mansfield, B. — Our Little Dutch Cousin. 
Innes, L. M. — Our Little Danish Cousin. 



GEOGRAPHY 221 

Mansfield, B. — Our Little English Cousin. 
Mansfield, B. — Our Little French Cousin. 
Wade, M. H. — Our Little German Cousin. 
Roulet, M. F. — Our Little Grecian Cousin. 
Roulet, M. F. — Our Little Hungarian Cousin. 
Wade, M. H. — Our Little Italian Cousin. 
Wade, M. H. — Our Little Irish Cousin. 
Wade, M. H. — Our Little Jewish Cousin. 
Wade, M. H. — Our Little Norwegian Cousin. 
Mendel, F. E. — Our Little Polish Cousin. 
Mendel, F. E. — Our Little Portuguese Cousin. 
Winlow, C. V. — Our Little Roumanian Cousin. 
Wade, M. H. — Our Little Russian Cousin. 
Winlow, C. V. — Our Little Servian Cousin. 
Mansfield, B. — Our Little Scotch Cousin. 
Roulet, M. F. — Our Little Spanish Cousin. 
Cobuen, CM. — Our Little Swedish Cousin. 
Wade, M. H. — Our Little Swiss Cousin. 

McDonald, Etta Austin (Blaisdell), and Dalrtmple, Julia — 
Little People Everywhere Series. Little Brown & Company, Boston, 
1909-1916. 
Betty in Canada. 1910. Gerda in Sweden. 1910. 

Boris in Russia. 1910. Josefa in Spain. 1912. 

Colette in France. 1913. (Mc- Kathleen in Ireland. 1909. 

Donald only). Marta in Holland. 1911. 

Donald in Scotland. 1912. Rafael in Italy. 1909. 

Fritz in Germany. 1910. 

McFee, Inez Nellie Canfield — Boys and Girls of Many Lands. 

Crowell, New York. 1917. 
Peeps at Many Lands Series. Macmillan Company, New York. 

— British Empire. Trevor, E. — Montenegro. 

Omondin, G.W.T. — Belgium, 1909. Mocler, A. F. — Norway. 

Pearson, M. P. — Denmark. Ferryman — Portugal. 

Finnemore, J. — France. Walter, L. E. — Russia. 

Browne, E. A. — Greece. Browne, E. A. — Spain. 

Jungman, B. — Holland. Liddle, W. — Sweden. 

De Kover, H. Tornai — Hungary. Finnemore, J. — Switzerland. 

Finnemore, J. — Holy Land. Grurson, E. — Scotland. 

Finnemore, J. — Italy. Kidd, D. — South Africa. 

Tyman, K. — Ireland. Van Milligen, J. R. — Turkey. 



222 MINIMUM COURSE OF STUDY 

Penfield, Edward — Holland Sketches. Scribner's, New York. 1912. 
Shillig, Elnora Elizabeth — Four Wonders. Rand McNally & 

Company, Chicago. 1913. 
Spyri, Johanna — Heidi. Ginn & Company, Boston. 1899. 
Spyri, Johanna — Moni, The Goat Boy. Ginn & Company, Boston. 

1906. 
Winslow, Isaac Oscar — Geography Readers: Book IV. Europe. 

Heath & Company, Boston. 1910. 

Note: An excellent list of books for Europe may be found in the 
course of study in Geography for the University of Chicago, Elementary 
School, in the Elementary School Journal for September, October, 
November, December, 1917. 

Suggestive Bibliography for Seventh and Eighth Grades : — 

Bengston, Nels August, and Griffith, Dones — The Wheat Industry. 
Macmillan Company, New York. 1915. 

Blaich, Lydia Rebecca — Three Industrial Nations. American Book 
Company, New York. 1915. 

Brooks, Eugene Clyde — The Story of Corn. Rand McNally & Com- 
pany, Chicago. 1916. 

Brooks, Eugene Clyde — The Story of Cotton. Rand McNally & 
Company, Chicago. 1911. 

Barrows, David Prescott — History of the Philippines. World Book 
Company, Yonkers-on-Hudson. 1914. 

Bishop, Avard Longley, and Keller, Albert Galloway — Industry 
and Trade. Ginn & Company, Boston. 1918. 

Carroll, Clarence F. (Ed.) — Around the World Series: 

Book IV: Tolman, Stella Webster C, and Hart, Estelle M. 
— The United States. Silver, Burdett & Company, New York. 

Chase, Annie, and Clow, E. — Stories of Industry (Rev. Ed). Educa- 
tional Publishing Company, New York. 
Book I. Minerals. 1915. 
Book II. Clothing and Food. 1916. 

Crissy, Forrest — The Story of Foods. Rand McNally & Company, 
Chicago. 1917. 

Continent Series in General List. 

Dryer, Chas. Redway — Elementary Economic Geography. American 
Book Company, New York. 1916. 

Fairbanks, Harold Wellman — California. Harr Wagner, San 
Francisco. 1920. 



GEOGRAPHY 223 

Fairbanks, Harold Wellman — The Western United States. Heath 
& Company, Boston. 1907. 

Fisher, Elizabeth Florette — Resources and Industries of the United 
States. Ginn & Company, Boston. 1919. 

Fultz, Francis Marion — Out of Door Studies in Geography. School 
Publishing Company, Bloomington, 111. 1908, 

Fitchett, Wm. Henry — The New World in the South: Australia in 
the Making. Scribner's, New York. 1913. 2 Vol. 

Forest Reserves, Twenty-first Annual Report of U. S. G. S., Pt. 4. 
1899-1900. 

Gilson, Jewett Castello — The Wealth of the World's Waste Places 
and Oceania. Scribner's, New York. 1913. 

Gregory, Herbert E. — Lonely Australia, the Unique Continent: 
National Geographic Magazine, 30: 473-563. December, 1916. 

Greeley, Adolphus Washington — Handbook of Alaska. Scribner's, 
New York. 1909. 

Greater America: Latest Acquired Insular Possessions (Youth's Com- 
panion Series) . Ginn & Company, Boston. 1901. 

Hall, Alfred Bates, and Chester, Clarence Lyon — Panama and 
the Canal. Newson, New York. 1914. 

Hotchkiss, Caroline Woodbridge — Representative Cities of the 
United States. Houghton Mifflin Company, Boston. 1913. 

James, Harlean — The Building of Cities. Macmillan Company, 
New York. 1917. 

Johnson, Clifton — New England, A Human Interest Geography 
Reader. Macmillan Company, New York. 1917. 

Keller, Albert Galloway, and Bishop, Avard Longley — Com- 
mercial and Industrial Geography. Ginn & Company, Boston. 1912. 

Knapp, Adeline — The Story of the Philippines. Silver, Burdett & 
Company, New York. 1902. 

King, Franklin Herain — Farmers of Forty Centuries. Mrs. F. H. 
King, Madison, Wis. 1911. 

Lane, Martha Allen (Luther) — Triumphs of Science (Youth's Com- 
panion Series). Ginn & Company, Boston. 1903. 

Mather, Stephen — Progress and Development of our National Parks. 
Department of Interior, Washington, D. C. 1916. 

MacDonald, William — Dry Farming. Central, New York. 1911. 

McMtjrry, Charles Alexander — Type Studies from the Geography 
of the United States. Macmillan Company, New York. 1904. 

McMtjrry, Charles Alexander — Larger Types of American Geog- 
raphy. Macmillan Company, New York. 1907. 



224 MINIMUM COURSE OF STUDY 

Nida, Stella Humphrey — Panama and Its Bridge of Water. Rand 

McNally & Company, Chicago 1915. 
Peeps at Many Land Series. Macmillan Company, New York. 

Browne, Edith C. — South America. Johnson, L. E. — China. 
Browne, Edith C. — Panama. Finnemore, J. — Japan-Korea 

Bealby, John — Canada. Finnemore, J. — India. 

Fox, F. — Australia. 

Peeps at Many Industries — Macmillan Company, New York. 
Browne, Edith A. — Tea. 
Browne, Edith A. — Sugar. 
Browne, Edith A. — Rubber. 
Peeps at Great Railroad Series. Macmillan Company, New York. 

Talbot, Frederick and Arthur A., The Canadian Pacific 
Railroad. 1915. 
Reynolds, Minnie Josephine — How Man Conquered Nature. Mac- 
millan Company, New York. 1914. 
Roosevelt, Theodore — Stories of the Great West. Central, New York. 

1910. 
Robinson, Edward Van Dyke — Commercial Geography. Rand 

McNally & Company, Chicago. Ed. of 1920. 
Rocheleau, William Francis — Great American Industries. Flan- 
agan, Chicago. 

I. Minerals. 1896. III. Manufacturing. 1900. 

II. Products of the Soil. 1906 IV. Transportation. 1910. 

Rocheleau, William Francis — Geography of Commerce and Industry. 
Educational Publishing Company, New York. 1908. 

Rusmisel, Levi Clyde — Industrial and Commercial Geography of 
United States. A. N. Palmer Company, New York. 1914. 

Rae, Alfred Seelye — Stories from Chinese History. Stokes & Com- 
pany, New York. 1917. 

Southworth, Gertrude Van Duyn, and Kramer, Stephen Elliott 
— Great Cities of the United States; Syracuse. Iroquois, New York. 
1916. 

Smith, Joseph Russell — Commerce and Industry. Henry Holt, New 
York. 1916. 

Standard Texts in General List. 

Stuart, Florence Bartells — Adventures of Prang. The Moro 
Jungle Boy. Century Company, New York. 1917. 

Smythe, William Ellsworth — Conquest of Arid America. Mac- 
millan Company, New York. New ed. 1905. 



GEOGRAPHY 225 

Salisbury, Rollin D., Barrows, Harlan H., and Tower, Walter 
Sheldon — Elements of Geography. Henry Holt, New York. 1912. 

Tappan, Eva March — The Industrial Readers. Houghton Mifflin 
Company, Boston. 1916. 

I. The Farmer and his Friends. III. Makers of Many Things. 
II. Diggers in the Earth. IV. Travelers and Traveling. 

Taylor, Griffith — Australia in its Physiographic and Economic 
Aspects. Oxford Clarendon Press, London. 1911. 

Van Hise, Charles Richard — Conservation of Natural Resources in 
the United States. Macmillan Company, New York. 1910. 

Verrill, Alpheus Hyatt — South and Central American Trade Condi- 
tions of To-day. Dodd Mead Company, New York. New and rev. 
ed. 1919. 



HISTORY 

Aim 

History should be taught in our schools in order to secure 
an appreciation of present day conditions. 

What History Should be Taught in our Schools 

The principles which guided us in the selection of material 
are based upon the "Why"; and the Committee has intended 
to include in the minimum essentials only those historical 
elements deemed necessary for an appreciation by the boys 
and girls of the progressive development of our ideals and 
institutions. 

In our selection and organization of material we have 
received help from many sources, especially in the literature 
of the last three or four years. In only the most recent 
history textbooks is there an approximation of the aim in 
teaching history that our Committee has stated. The older 
histories follow the chronological order of events with little 
regard to historical continuity and relation to present day 
life. Since the report of the "Committee of Eight/' however, 
there has been a radical change in the making of textbooks, 
and instead of the recital of military and political events, 
there is a much closer approach to that real history of Ameri- 
can life, developed by the millions of men and women who 
have lived, worked, and struggled to make our country what 
it is today. This, of necessity, causes greater emphasis to 
be placed upon the economic and social phases of our de- 
velopment. 

226 



HISTORY 227 

The essential features of our organization of material are : 

1. Selection of material which relates to, and explains, 

present life. 

2. Organization into larger periods and topics, with little 

stress upon the chronological. 

3. Less time devoted to our early history, and much more 

to the history of our country since the Civil War. 

4. Strong emphasis upon our social and economic progress. 

5. In the first three grades, the national holidays are 

studied; in the fourth grade, the local community; 1 
in the fifth grade, our national community in story 
form; in the sixth, seventh, and eighth grades, 2 our 
institutions from their ancient beginnings up to the 
present time. 

6. More emphasis upon the human side. 

First, Second, and Third Grades 

A Study of the National Traditions as Expressed in our 
Festivals and Holidays 

Introduction. — The aim of the school (stated by Kracko- 
wizer in Projects in the Primary Grades, p. 16) is to provide 
opportunity for "purposeful activity" on the part of the 
children. 

The teacher's part is to guide toward the purposeful 
activities which are most available to give first-hand experi- 
ence to the children. 

The children in kindergarten have been introduced to 

1 Community life in lower grades is omitted, as it belongs more strictly 
in the civics outline. 

2 In the seventh and eighth grades, the outlines given by Beard and 
Bagley for the Industrial Revolution and for the period since the Civil 
War were followed closely. The four general headings used in the 
seventh and eighth grade outlines are taken from Mace's Method in 
History. 



228 MINIMUM COURSE OF STUDY 

some of the traditions of our country. The observance of 
festivals and holidays in the first, second, and third grades 
continues the work already begun, and adds each year new 
experiences to those of the preceding year. It is to be hoped 
that "first-hand experience" will, during these three years, 
have left some knowledge of the traditions of our past, some 
appreciation of how the present has come from the past, and 
an increased admiration for our heroes. 

In Dynes's Socializing the Child is this suggestive state- 
ment: 

In order to make a holiday significant to a child, the music, the 
marches, the processions, the scenery, the costumes must be arranged so 
as to produce the appropriate setting and atmosphere. 

This requires the selection by the teacher of a definite line 
of experiences which may be carried out during the weeks 
preceding the festival or holiday. 

References i 1 — 

1 . Projects: 

Krackowizer — Projects in the Primary Grades. J. B. Lippincott 
Company. 

Page 9: "Projects of all kinds are part of the child's daily life 
long before he enters school; they should continue as parts of his 
daily life while he is in school." 

Page 23: "How the teacher may determine which projects shall 
receive attention at school." 

2. General suggestions for festivals and holidays: 

Dynes — Socialising the Child. Silver, Burdett & Company. 
Schauffler — Our American Holidays. (A volume for each holiday. 

Introduction gives the history of the origin and manner of celebration.) 

Moffat, Yard & Company. 

8. Suggested Programs for Pilgrim Celebration: 
Community Service, 1 Madison Avenue, New York City. 

1 Complete list of references given at end of third grade. 



HISTORY 229 

First Grade 

October 12th: Columbus Bay 

Why we remember the day. 

How Columbus lived as a little boy. 

References: 

Dynes, Sarah — Socializing the Child, pp. 236-252. Silver, Burdett & 
Company. 

Harrison, Elizabeth — In Story-Land, pp. 161-177. Central Pub- 
lishing Company. 

Lucia, Rose — Stories of American Discoverers for Little Americans. 
American Book Compny. 

Perry Pictures — Nos. 1323 and 1329 (for ships of the period). 

October 31st: Hallowe'en 
A time to give someone a happy surprise. 

Reference: 

Olcott — Good Stories for Great Holidays, pp. 233-258. Houghton 
Mifflin Company. 

November {the last Thursday): Thanksgiving 

Why we celebrate the day. Story of the first Thanks- 
giving in America adapted from one of the following: 

Blaisdell, Albert F., and Ball, Frances K. — Short Stories from 
American History, pp. 16-22. Ginn and Company. 

Pumphrey, Margaret B. — Pilgrim Stories: chapter on First Thanks- 
giving. Rand McNally & Company. 

How we may best keep the day. Make someone say 
"Thank you" for pleasure given by the first grade. 

Reference: 

Dynes — Socializing the Child, pp. 267-269. Silver, Burdett & 
Company. 

December 25th: Christmas 

Why we celebrate the day. The story of the Christ 
Child in the manger and the Star in the East. 



230 MINIMUM COURSE OF STUDY 

How we may best keep the day: By giving pleasure to 
others. 

References: 

Frances W. Parker School Yearbook for 1912, pp. 21-32. 

Harrison — Christmas-Tide, Chapter III. Chicago Kindergarten 

College. 
Olcott — Santa Claus Workshop: Good Stories for Great Holidays, 

pp. 279-354. Houghton Mifflin Company. 

„ , February lAth: St. Valentine's Day 

Reference: u T ° 

Olcott, Margaret B. — Good Stories for Great Holidays, pp. 41-44. 
Houghton Mifflin Company. 

February 22nd: Washington's Birthday 
Why we remember the day. 
Emphasize stories of Washington's boyhood. 

Reference: 

Olcott, Margaret B. — Good Stories for Great Holidays, pp. 59-65. 
Houghton Mifflin Company. 

May 30th: Memorial Day 
Why we remember the soldiers. 
How we can show our bravery. 

Reference: 

Olcott, Margaret B. — Good Stories for Great Holidays, pp. 141-146. 
Houghton Mifflin Company. 

Second Grade (Read the Introduction, p. 227.) 

October 12th 
To first grade add: 

Some idea of what the people knew about the world in 

Columbus's time. 

Columbus as a discoverer. 

Reference: 

Dynes, Sarah — Socializing the Child, pp. 239-248. Silver, Burdett 
& Company, 



HISTORY 231 

November 11th: Peace Day or Armistice Day 

Recall the day in 1918. 
Why we keep the day. 

References: 

Bailey, C. S. — Broad Stripes and Bright Stars, pp. 230-241. Milton 

Bradley Company. 
Thomas, John G., and Bigwood, Inez — Lest We Forget. ^Silver, Bur- 

dett & Company. 1919. 

Thanksgiving 
To first grade add: 

Voyage of the Mayflower; the landing; the building of 
homes. Work and play of the children. 

Miles Standish; relations with the Indians; Samoset, 
Squanto, Massasoit. 

Reference: 

Bailey, C. S. — Broad Stripes and Bright Stars, pp. 11-37. Milton 
Bradley Company. 

December 25th 
To first grade add: 

Story of the shepherds' visit to the Christ Child. 
Story of the Wisemen who followed the Star. 

References: 

Harrison, Elizabeth — In Story Land; Christmas Tide, pp. 219-254. 

Chicago Kindergarten College. 
Lagerlop — Christ Legends, pp. 6-11. Henry Holt & Company. 

February 12th 
Stories of Lincoln's boyhood. 

References: 

Mace — Lincoln: Little Lives of Great Men Series. Rand McNally & 

Company. 
Olcott — Good Stories for Great Holidays. Houghton Mifflin Company. 



232 MINIMUM COURSE OF STUDY 

February 14th 

St. Valentine's Day is perhaps the best opportunity of the 
year to use the social construction activities, as making 
gifts or serving refreshments to another grade. (See first 
grade.) 

Reference: 

Olcott — Good Stories for Great Holidays, pp. 44-56. Houghton 
Mifflin Company. 

May 30th 

What we are to remember about the soldiers. 
How do we on this day show our respect and love for those 
who gave their lives? 
Do not the flowers on this day belong only to the soldiers? 

Reference: 

Olcott — Good Stories for Great Holidays, pp. 148-152. Houghton 
Mifflin Company. 

Third Grade (Read the Introduction, p. 227.) 

October 12th 

To the work of first and second grades add: 

Story of Cabrillo, the "Columbus of Calif ornia. ,, 

Reference: 

Winterburn, Rosa V. — Spanish in the Southwest. American Book 
Company. 

November 11th 

Help the children recall their experiences on November 
11, 1918, and so keep alive the memory of the day. 

For added details, see World's Work for April, May, June, 
1919. 



HISTORY 233 

Thanksgiving 

To the work of first and second grades add: 

A story of the festival which the Pilgrims observed in 
Holland for ten years, on October 3rd (a festival of thanks- 
giving for delivery from Spain). 

References: 

Griffis — The Pilgrims in Their Three Homes, pp. 121, 215. Hough- 
ton Mifflin Company. 

Olcott — Good Stories for Great Holidays, pp. 269-295. Houghton 
Mifflin Company. 

December 25th 

To the work of first and second grades add : 

How Christmas is observed in Holland, England, and 
France. 

References: 

Olcott, Frances Jenkins — Good Stories for Great Holidays, pp. 299- 

364. Houghton Mifflin Company. 
Pringle, Mary P., and Urann, Clara A. — Yuletide in Many Lands. 

Lothrop, Lee & Shepard Company. 
Schattffler, Robert Haven — ■ Christmas. Moffat, Yard & Company. 
Stone, Gertrude L., and Ficeett, M. Grace — Everyday Life in 

The Colonies, pp. 1-12. {The First New England Christmas.) 

D. C. Heath & Company. 

January 17th: Franklin's Birthday 

Franklin's boyhood. 
His inventions. 

February 22nd 

Washington made President. 
Emphasize : 

His notification at Mount Vernon. 

His journey to New York. 

His inauguration, April 30, 1789. 



234 MINIMUM COURSE OF STUDY 

References: 

Bailey, C. S. — Broad Stripes and Bright Stars, pp. 119-221. Milton 
Bradley Company. 

Dynes, Sarah — Socializing the Child, p. 279. Silver, Burdett & 
Company. 

Schauffler, Robert Haven — Washington's Birthday, pp. 58-65. 
(Excellent description of the inauguration.) Moffat, Yard & Com- 
pany. 

March Jfii: Inauguration Day 

Study pictures of the Capitol and White House. 

Use the most recent inauguration of a President to show 
the changes in means of travel, communication, buildings, 
dress, etc., since Washington became President. 

May 30th 

The origin of Memorial Day. 
The meaning of Memorial Day. 

References: 

Harrison — In Story Land, pp. 178-186. Central Publishing Com- 
pany. 
Schauffler, Robert H. — Memorial Day, c. xxiv, xxvii, pp. 309-315. 

June llfih: Flag Day 

Making the flag. 

California's star is the thirty-first. 

References: 

Olcott — Good Stories for Great Holidays, pp. 137-138. Houghton 

Mifflin Company. 
Schauffler, Robert H. — Flag Day, pp. 55-58. Moffat, Yard & 

Company. 

References for First, Second, and Third Grades 

Dynes, Sarah — Socializing the Child. Silver, Burdett & Company. 
1916. 



HISTORY 235 

Krackowizer, Alice Marie — Projects in the Primary Grades. J. B . 
Lippincott Company. 1919. 

Bailey — Broad Stripes and Bright Stars. Milton Bradley Company. 
1919. 

Blaisdell, Albert Franklin, and Ball, Francis Kingsley — Short 
Stories jrom American History. Ginn & Company. 1905. 

Frances W. Parker School Yearbook. The Frances W. Parker School, 
350 Webster Ave., Chicago, 111. 1912. 

Griffis — Pilgrims in Their Three Homes. Houghton Mifflin Com- 
pany. 1900. 

Harrison — Christmas-Tide. Chicago Kindergarten College. 1902. 

Harrison — In Story Land. Central Publishing Company. 1895. 

Lagerlof — Christ Legends. Henry Holt & Company. 1908. 

Lucia — ■ Stories of American Discoverers for Little Americans. 1910. 

Mace — Little Lives of Great Men Series. Rand McNally & Company. 
1912. 

Olcott — Good Stories for Great Holidays. Houghton Mifflin Com- 
pany. 1914. 

Pumphrey, Margaret B. — Pilgrim Stories. Rand McNally & Com- 
pany. 1912. 

Pringle — Yuletide in Many Lands. Lothrop, Lee & Shepard Com- 
pany. 1916. 

Stone, Gertrude, and Fickett, Robert H. — Everyday Life in the 
Colonies. D. C. Heath & Company. 1905. 

Thompson, John G., and Bigwood, Inez — Lest We Forget. Silver, 
Burdett & Company. 1918. 

Winterburn, Rose V. — Spanish in the Southwest. American Book 
Company. 1903. 

Fourth Grade 

Aims. — To teach the traditions connected with the 
beginning of the local community. 

To increase appreciation for the traditions connected with 
national holidays and festivals. 

Subject Matter 

The beginnings of the local community: 
1. How it looked two hundred years ago. 



236 MINIMUM COURSE OF STUDY 

2. The Indians: 

a. Their dress and homes. 

b. How Indians obtained food — seed, acorns, 

nuts, berries, fish, grasshoppers, deer, rabbits. 
How food was prepared for eating. 

c. Industries — making weapons, basketry, hunt- 

ing and fishing devices, cave-building. 

d. Picture writing. 

e. Legends. 

3. First white men: 

a. Coming of the settlers — how they traveled. 

b. First houses — how made and furnished. Com- 

pare with those made by Pilgrims at Ply- 
mouth. 

c. Provisions for cooking. 

4. Water supply. Source — was it from wells? From 

rivers? 

5. Streets. How laid out? What problems arose? 

6. Naming the city. When? How name was selected. 

(Adapted from Mrs. Pearl B. Carley's report in Seventh 
Yearbook of the Superintendents' and Principals' Association 
of Northern Illinois.) 

References: 

Histories of the local community. 
Old manuscripts. 
Old settlers. 

Brooks, Dorothy — Stories of the Red Children. Educational Pub- 
lishing Company. 1908. 

Dynes, Sarah — Socializing the Child. Silver, Burdett & Company. 

Goddard — Indians of the Southwest. American Museum of National 
History. 

Husted, Mary Hall — Stories of Indian Children. Public School 
Publishing Company. 1916. 



HISTORY 237 

B Fifth Grade 
Problem I. — How our country began. 

Aim 

To furnish the basis for understanding how we have de- 
veloped into a nation. 

Subject Matter 

1. The story of Columbus. 

2. Why people came to America. 

3. The English in America: 

a. The settlement of Jamestown. 

b. The settlement of Plymouth. 

Problem II. — What great men and women have helped 
to build our nation? 

Aim 

To give a bird's-eye view of our history through a study 
of great personalities. 

Subject Matter 

1. Samuel Adams 5. Lafayette 

2. Benjamin Franklin 6. Captain John Smith 

3. Patrick Henry 7. Miles Standish 

4. Thomas Jefferson 8. George Washington 

References 

Drake, Samuel Adams — Making of New England. Charles Scribner's 
Sons. 1908. 

Guerber, Helen Adeline — Story of the Thirteen Colonies. American 
Book Company. 

Hart, Albert Bushnell — Colonial Children. The Macmillan 
Company. 1915. 

Mace, William Harrison — Beginners' History. State Series. 1916. 

Pratt, Mara L. — Colonial Children. Educational Publishing Com- 
pany. 



238 MINIMUM COURSE OF STUDY 

A Fifth Grade 
Problem II. — (Of B Fifth Grade continued.) 

Aim 
As stated above. 

Subject Matter: Personalities 

1. Jane Addams 12. Meriwether Lewis and 

2. Susan B. Anthony William Clark 

3. Daniel Boone 13. Abraham Lincoln 

4. Carrie Chapman Catt 14. Cyrus McCormick 

5. David Crockett 15. William McKinley 

6. Thomas A. Edison 16. Samuel F. B. Morse 

7. Cyrus W. Field 17. Theodore Roosevelt 

8. Robert Fulton 18. Harriet Beecher Stowe 

9. John C. Fremont 19. Frances E. Willard 

10. Sam Houston 20. Woodrow Wilson 

11. Elias Howe 21. Marcus Whitman 

22. Eli Whitney 

References 

Backman, Frank P. — Great Inventors and Their Inventions. American 

Book Company. 1918. 
Coe, Fanny E. — Makers of the Nation. American Book Company. 

1914. 
Faris, John Thompson — Real Stories from our History. Ginn & 

Company. 1916. 
Mace, William Harrison — Beginners 7 History. State Series. 1916. 

B Sixth Grade 
Problem I. — How our forefathers in Europe lived. 

Aim 

To become acquainted with the basis of our present civili- 
zation by studying life among the Greeks, Romans, Teutons, 
and English. 



HISTORY 239 

Subject Matter 

1. Greeks: The explorers and teachers: 

a. The world before our time. 

b. What Greece had to teach the world: religion, 

games, government, art, education. 

2. Romans: The organizers and lawgivers: 

a. Early Rome and her neighbors. 

b. Rome, mistress of the world. 

c. What Rome had to give to the world: government, 

military organization. 

d. Conquest of Rome by the Teutons. 

3. Teutons: Influence on language, etc. 

References 

Guhl and Koener — Life of the Greeks and Romans. D. Appleton 
& Company. 

Guerber, Helen Adeline — Story of the Greeks. American Book 
Company. 1896. 

Guerber, Helen Adeline — Story of the Romans. American Book 
Company. 

Gulick, Charles Burton — ■ Life of the Ancient Greeks. D. Appleton 
& Company. 1902. 

Hall, Jennie — Four Old Greeks. Rand McNally & Company. 1901. 

Pratt, Mark — Stories of Old Rome. Educational Publishing Com- 
pany. 
Note: See reference list at close of A Sixth Grade. 

A Sixth Grade 
Problem I. — (Of B Sixth Grade continued.) 

Aim 
As stated above. 



240 MINIMUM COURSE OF STUDY 

Subject Matter 
4. How England began: 

a. Conquest by Angles and Saxons. 

b. The reign of King Alfred. 

c. The Norman Conquest. 

d. King John and the Great Charter. 

e. Discovery of the New World. 

Problem II. — How Columbus found a new world. 

Aim 
To learn about the starting point of American History. 

Subject Matter 

1. Christopher Columbus: 

a. His early life. 

b. His efforts to secure help. 

c. The great discovery. 

Problem III. — How the bold explorers who followed 
Columbus revealed the nature of the New World. 

Aim 

To show how the European nations established their claims 
to America: 

Subject Matter 

1. TheCabots 3. Cartier 

2. DeSoto 4. Magellan 

5. Balboa 

Problem IV. — How Spain gained her claim to California. 

Aim 
To learn how California history began. 



HISTORY 241 

Subject Matter 

1. The Spanish pioneers — Cortez, Cabrillo, Coronado. 

2. Indians, Jesuits, Franciscan Fathers, Junipero Serra. 

3. Missions, presidios, pueblos. 

References 

Atkinson, Alice M. — An Introduction to American History. Ginn 
& Company. 1914. 

Bandini, Helen E. — History of California. American Book Com- 
pany. 1908. 

Gordy, Wilbur Fiske — American Beginnings in Europe. Charles 
Scribner's Sons. 1912. 

Hall, Jennie — Our Ancestors in Europe. Silver, Burdett & Com- 
pany. 1916. 

Harding, Samuel Bannister and Margaret Snodgrass — Old 
World Background to American History. Scott, Foresman & 
Company. 

Hunt, Rockwell — California the Golden. Silver, Burdett & 
Company. 1911. 

Mace, William H., and Tanner, Edwin P. — Study of Old Europe 
and Young America. Rand McNally & Company. 1915. 

Nida, William Lewis — The Dawn of American History in Europe. 
The Macmillan Company. 1913. 

Norton, Henry K. — Story of California. A. C. McClurg & Company. 
1913. 

Robinson, James Harvey, and Breasted, James Henry — Outlines of 
European History. Ginn & Company. 1916. 

Tappan, Eva M. — Our European Ancestors. Houghton Mifflin 
Company. 1918. 

B Seventh Grade 

(A. Growth of Local Institutions) 

Problem I. — How our early American ancestors lived. 

Aim 
To understand our beginning as a nation. 



242 MINIMUM COURSE OF STUDY 

Subject Matter 
1. Firs i, settlements: 

a. Why people from western Europe came to America : 

(1) Persecution 

(2) Wealth 

(3) Adventure 

b. Founding the English colonies: 

(1) Virginia, a type of Southern colonies. 

Reason for settling: a desire for wealth. 
Jamestown, 1607. 

(2) Massachusetts, a type of New England 

colonies. Reason for settling: religious 
persecution. Plymouth, 1620. Story of 
the Pilgrims. 

Problem II. — How our early American ancestors were 
governed. 

Aim • 

To learn about the starting-point of our present govern- 
ment. 

Subject Matter 

1 . First governments : 

a. Mayflower Compact. 

b. Town meeting. 

c. First representative assembly, 1619. 

d. New England Confederation, 1643. 

Problem III. — How the European countries fought for 
control of the New World. 

Aim 
To show how the English became supreme. 



HISTORY 243 

Subject Matter 
1. French arid Indian War: 

a. Cause; conflicting claims of France and England. 

b. George Washington's services. 

c. Results — treaty of 1763: 

(1) Supremacy of English institutions. 

(2) Greater independence of the colonies. 

Summary (Problems I, II, III) : 

Dates: 1607, 1619, 1620, 1763. 

Names: Benjamin Franklin, George Washington. 

Locations: Jamestown, Boston, St. Lawrence River, 
Great Lakes, Mississippi River, Quebec, Ohio River, Alle- 
gheny Mountains. 

(B. Growth of Union against English Government) 

Problem IV. — How our forefathers gained their inde- 
pendence from England. 

Aim 
To understand how we became a free nation. 

Subject Matter 

1. Cause of the Revolutionary War: 

a. Attempts of England to control development of 

the colonies, mainly through taxation. 

b. Stamp Act. 

c. Opposition of colonists — Samuel Adams, Patrick 

Henry. 

2. The Declaration of Independence — our statement to 

the world that we were a free and independent nation, 
July 4, 1776. ' 



244 MINIMUM COURSE OF STUDY 

a. Reasons for declaring independence — English 

oppressions. 

b. Work of Thomas Jefferson. 

c. Effects upon the colonists — a closer union, and 

opposition to the common enemy. 

3. Alliance with France — men, money, ships. Lafayette. 

4. Surrender of Cornwallis at Yorktown, 1781. 

5. Results of the war — independence of the United States. 

Summary (Problem IV) : 

Dates: 1776, 1777, 1781. 

Names: Samuel Adams, Patrick Henry, Thomas Jeffer- 
son, John Paul Jones, Marquis de Lafayette, Robert Morris, 
William Pitt. 

Locations: Philadelphia, Yorktown. 

A Seventh Grade 

(C. Development of Nationality) 

Problem V. — How we planned the new government under 
which we began our life as a nation. 

Aim 
To understand the basis of our government today. 

Subject Matter 
1. The Constitution: 

a. Convention of 1787. 

b. Leading men: Washington, Madison, Franklin, 

Gouverneur Morris. 

c. Compromises: representation, slavery, commerce. 

d. Ratification by the states. 

e. Election of Washington as President, 1789. 



HISTORY 245 

Summary (Problem V) : 

Dates: 1787, 1789. 

Names: Benjamin Franklin, James Madison, Robert 
Morris, Roger Sherman, Alexander Hamilton, George 
Washington. 

Locations: Philadelphia, New York City. 

Problem VI. — How the new government was put into 

effect. 

Aim 

To understand how our government began to function as a 
basis for understanding how it functions today. 

Subject Matter 

1. Immediate problems of the new government: 

a. Organizaton — Congress, cabinet, courts. 

b. Finance — debts, mint, bank, tariff, work of Hamil- 

ton. 

c. Opposition — States' Rights, Whiskey Rebellion, 

rise of political parties. 

Problem VII. — How we got along with the other nations. 

Aim 

To understand the early principles which governed our 
relations with European countries. 

Subject Matter 
1. Foreign relations: 

a. Purchase of Louisiana, 1803. 

b. War of 1812. 

(1) Causes : Impressment of American seamen, 

destruction of American commerce. 

(2) Results: 

Monroe Doctrine: Right of American 
people to develop without interference 
of other nations. 



246 MINIMUM COURSE OF STUDY 

Problem VIII. — How our country grew. 

Aim 

To show how the increase in territory aided our develop- 
ment into a great nation. 

Subject Matter 
1. Territorial expansion: 

a. Louisiana. 

b. Florida. 

c. Texas. 

(1) Independence and admission to Union 

(2) War with Mexico: 

(a) Causes. 

(b) Results. 

d. Oregon — work of Whitman. 

e. New territory acquired from Mexico, 1848. 

f . California — how she became a part of the Union. 

(1) Discovery of gold. 

(2) Settlement by Americans — "Forty-niners." 

(3) Admission, 1850. 

Summary (Problems VI, VII, VIII) : 

Dates: 1789, 1803, 1812, 1816, 1823, 1849, 1850. 

Names: Daniel Boone, Alexander Hamilton, John Jay, 
Thomas Jefferson, Lewis and Clark, James Madison, James 
Monroe, George Washington. 

Locations: New York City, Philadelphia, Washington, 
D. C, New Territory. 

References (Seventh Grade) 

A 

Drake, Samuel Adams — Making of New England. Charles Scribner's 

Sons. 1916. 
Eggleston — The Beginnings of a Nation. D. Appleton & Company. 
Eggleston — Our First Century. Barnes. 1905. 



HISTORY , 247 

Fiske, John — The Beginnings of New England. Houghton Mifflin 
Company. 

Guerber, Helen Adeline — Stories of the Thirteen Colonies. Ameri- 
can Book Company. 1908. 

Hart, Albert B. — How Our Grandfathers Lived. The Macmillan 
Company. 1916. 

Parkman, Francis — Struggle for a Continent. Little, Brown & 
Company. 1915. 

Pratt, Mara — America's Story for American Children. D. C. Heath 
& Company. 

Tappan, Eva M. — Our Country's Story. Houghton Mifflin Company. 

B. 

Bailey, Carolyn Sherwin — Broad Stripes and Bright Stars. Milton 
Bradley Company. 

Blaisdell, Albert Franklin — Story of American History. Ginn 
& Company. 1900. 

Fiske, John — The American Revolution. Houghton Mifflin Com- 
pany. 1891. 

Roosevelt, Theodore — Winning of the West. Putnam's, 1909. 

Southworth, Gertrude Van Duyn — Builders of Our Country. D. 
Appleton and Company. 

C. 

Elson, Henry W. — Sidelights on American History. Part I. The 
Macmillan Company. 1914. 

Fiske, John — Critical Period of American History. Houghton Mifflin 
Company. 1888. 

Irving, Washington — Washington. (Introduction by John Fiske.) 
Ginn & Company. 1887. 

Lodge, Henry C. — Alexander Hamilton. Houghton Mifflin Com- 
pany. 1898. 

Roosevelt, Theodore — Winning of the West. Current Literature. 
1909. 

Sparks, Edwin Erle — The Men Who Made the Nation. The Mac- 
millan Company. 1919. 

Note 1: — For California history in this grade see references at close of 
Sixth Grade. 

Note 2: — Besides the above list of books, all the points given in the 
outline are covered by the many fine texts which we now have, includ- 



248 MINIMUM COURSE OF STUDY 

ing those by Beard and Bagley, Bourne and Benton, Gordy, Channing, 
Montgomery, Forman, Mace, Thwaites and Kendall, Guitteau, Fiske, 
Wilson, Doub, and others. These will all be found listed at close of the 
Eighth Grade outline. 

B Eighth Grade 

Problem I. — How the use of machinery changed the life 
of the people. 

Aim 

To understand how many of the present industrial prob- 
lems began. 

Subject Matter 

1. England's early leadership in industry. Reasons. 

2. Development of manufacturing in America: 

a. Cotton industry. Cotton gin. Slater. Whitney. 

b. Woolen industry. 

c. Invention of sewing machine. Howe. 

d. Iron industry — development in Pennsylvania. 

e. Development of farm machinery. McCormick's 

reaper. 

3. Means of transportation and communications: 

a. Canals, steamboats, railroads. 

b. Express, telegraph. 

4. Effects upon American life: 

a. Division of labor — effects upon workers. 

b. Child labor. 

c. Immigration stimulated. 

d. Growth of cities — good and bad results. 

e. Foreign trade increased. 

f . The South and the Industrial Revolution — handi- 

cap of slavery. 



HISTORY 249 

Problem II. — How the people have come into control of 
their government. 

Aim 
To secure a working knowledge of our government. 

Subject Matter 
1. Growth of popular government: 

a. Struggle for universal right of both men and 
women to vote. 

Problem III. — How education became recognized as a 
necessity for good citizenship. 

Aim 

To appreciate the educational advantages of the present 
time. 

Subject Matter 

1. Development of popular education in the first half of the 
nineteenth century: 

a. Work of Horace Mann and Henry Barnard. 

b. Work of Mary Lyon and Emma Willard. 

Problem IV. — How we met a great crisis in our develop- 
ment of a strong central government. 

Aim 
To show how our Union was preserved. 

Subject Matter 
1. The Civil War: 

a. Cause: Secession of Southern States (Slavery). 

b. Results: preservation of the Union. 

c. Noted leaders: Lincoln, Grant, Lee, Jackson. 



250 MINIMUM COURSE OF STUDY 

Summary : 

Dates: 1849, 1863, 1865. 

Names: John Quincy Adams, John C. Calhoun, Henry 
Clay, Stephen A. Douglas, John C. Fremont, Robert Fulton, 
Ulysses S. Grant, Robert E. Lee, Abraham Lincoln, Cyrus 
McCormick, Samuel F. B. Morse, Daniel Webster, Eli 
Whitney. 

Locations: Different acquisitions of territory. Rich- 
mond, Gettysburg, Vicksburg. 

(D. Consolidation and Expansion) 

Problem IV. — (Continued.) 

2. After the Civil War: 

a. Problems of reconstruction: 

(1) Seceded states — how to treat them. 

(2) Freedmen — how to care for them. 

(3) Those who had borne arms against their 

country — how to reinstate them. 

b. Solutions of these problems: 

(1) Amendments. 

(2) Franchise. 

(3) Military rule. 

c. Economic problem — how to rebuild and increase 

the industries of the South. 

Problem V. — The importance of all classes of workers 
in making our country a great industrial nation. 

Aim 
To appreciate present industrial problems and conditions. 



HISTORY 251 

Subject Matter 

1. The army of industry (importance of each class) : 

a. Inventors. 

b. Business men. 

c. Wage-earners. 

2. Results of industrial development: 

a. Export trade. 

b. Disappearance of frontier. 

c. Growth of cities. 

(1) Advantages and evils. 

d. Change in working conditions. 

3. Immigration : 

a. Problems of assimilation. 

4. Combinations of capital and labor: 

a. Competition leads to formation of trusts. 

b. Results of combination of capital: 

(1) The corporation. 

(2) Organization of employers. 

(3) Organization of employees. 

(4) General strike. 

Problem VI. — Our departure from the former policy of 
restricting our interests to the Western Hemisphere. 

Aim 

To show how we began our participation in world affairs 
as a result of the Spanish-American War. 

Subject Matter 

1. The United States a world power: 
a. The Spanish- American War: 

(1) Causes: Cuban revolt; destruction of the 

Maine. 



252 MINIMUM COURSE OF STUDY 

(2) Chief events; Manila, Santiago. 

(3) Results: Acquisition of Philippine Islands, 

problems of our new possessions. 

2. Growth of popular government (Continuation of Prob- 

lem II, B Eighth Grade) : 

a. Cause of increasing interest in the machinery of 

government: 

(1) Popular education. 

(2) Wrongdoing of officials. 

(3) Education and employment of women. 

b. Political reforms: 

(1) Civil Service. 

(2) Australian ballot. 

(3) Initiative, referendum, recall. 

(4) Commission form of city government. 

(5) Direct primary. 

(6) Equal suffrage for men and women. 

3. Development of popular education (Continuation of 

Problem III.) 

a. Development of schools and colleges. (B Eighth 
Grade) : 

Problem VII. — The struggle for self-determination by the 
people of the world. 

Aim 

To show our part in the struggle to make the world safe 

for democracy. 

Subject Matter 
1. The World War: 

a. Europe on fire. 

b. American neutrality: 

(1) The President's proclamation. 

(2) Reasons for America's neutrality. 

(3) Difficulties in the way of strict neutrality. 



HISTORY 253 

c. Submarine outrages: 

(1) Sinking of the Lusitania. 

(2) America's protest and Germany's promises. 

(3) Breaking of Germany's promises. 

d. War with Germany and Austria: 

(1) Renewal of unrestricted submarine warefare. 

(2) German intrigue in the United States. 

(3) Declaration of war. 

e. German autocracy: 

(1) Germany practically an absolute monarchy. 

(2) The Hohenzollern dream of world domi- 

nation. 

(3) The need of crushing German militarism. 

f. Democracy at war with autocracy: 

(1) Why we were at war. 

(2) The selective draft. 

(3) The Army: 

(a) Difficulty of mobilizing. 

(b) Preliminary work in France. 

(c) Training and transportation. 

(4) The Navy: 

(a) Reorganization. 

(b) Work done by the Navy. 

(5) Air service. 

(6) Medical corps. 

(7) Ordnance department. 

(8) Red Cross. 

(9) Y. M. C. A. and other welfare organizations. 

(10) War taxes. 

(11) National control of food, fuel, transporta- 
tion. 

(12) Adaptation of our people to war necessities. 



254 MINIMUM COURSE OF STUDY 

Problem VIII. — How the many great changes resulting 
from the war have caused us to make readjustments in our 
national life. 

Aim 

To direct attention to the great movements resulting from 
the war. 

Subject Matter 

1. Unsettled industrial conditions: 

a. High prices. 

b. High cost of production. 

c. Strikes. 

2. Growth of trade. 

3. Americanization movement. 

4. Growth of cities: 

Summary: 

Dates: 1898, 1914, 1918. 

Names: Alexander Bell, Andrew Carnegie, Thomas A. 
Edison, Marshal Foch, Samuel Gompers, Douglas Haig, 
William McKinley, John J. Pershing, John D. Rockefeller, 
Theodore Roosevelt, Woodrow Wilson, Orville Wright. 

Miscellaneous Problems for Special Study : 

Arbitration Panama Canal 

The Tariff Irrigation 

Conservation Americanization 

Parcels Post Commerce 

References for the Eighth Grade 

Beard, Charles A., and Bagley, William C. — The History of the 
American People. The Macmillan Company. 

Elson — Sidelights on American History, II. The Macmillan Com- 
pany. 

Note: Several books listed for Seventh Grade are useful here. 



HISTORY 255 

The textbooks listed below are also appropriate for use in 
A Sixth and Seventh Grades : 

Ashley, Roscoe L. — American History. The Macmillan Company. 

1914. 
Bassett, John Spencer — Plain Story of American History. The 

Macmillan Company. 1916. 
*Beard, Charles A., and Bagley, William C. — The History of the 

American People. The Macmillan Company. 1918. 
*Bourne, Henry E., and Benton, Elbert J. — History of the United 

States. Heath & Company. 1913. 
Channing, Edward — Student's History of the United States. The 

Macmillan Company. 1915. 
Doub — History of the United States. Doub & Company. 
*Forman, Samuel E. — A History of the United States. The Century 

Company. 
Gordy, Wilbur F. — A History of the United States. Charles Scribner's 

Sons. 1916. 
*Guitteau, William B. — Our United States. Silver, Burdett & 

Company. 1919. 
Hart, Albert B. — School History of the United States. American 

Book Company. 1917. 
*Mace, William — School History of the United States. Rand McNally 

& Company. 1918. 
Montgomery, D. H. — Leading Facts of American History. Ginn & 

Company. 1910. 
*Thwaites, Reuben G., and Kendall, Calvin N. — A History of the 

United Stales. Houghton Mifflin Company. 1918. 
Wilson, Woodrow — Division and Reunion, 1829-1909. Longmans, 

Green and Company. 

*Especially good. 

Note: As a book for use of teachers, Mace's Method in History 
(Rand McNally) is very fine. 

The World War:— 

Austin — Uncle Sam's Boy at War. D. Appleton and Company. 

(An American boy sees the European War.) 
Benezet, Lewis Paul — The World War and What Was Behind It. 

Scott, Foresman & Company. 1918. 
Gordy — Causes and Meaning of the Great War. Charles Scribner's 

Sons. 



256 MINIMUM COURSE OF STUDY 

McKinley, Albert Edward and Others — A School History of the 
Great War. American Book Company. 1918. 

Nida — Sidelights on the Great War. Hale Book Company. 

Nida — Story of the World War for Young People. Hale Book Com- 
pany. 1919. 

Parkman — Fighters for Peace: "The Champion of Honor" — King 
Albert, p. 3; "Le Patron" — Marshal Foch, p. 75; "The Man Behind 
the Guns" — David Lloyd George, p. 123; "The Big Chief" — Persh- 
ing, p. 229, etc. The Century Company. 1919. 

Tappan, Eva M. — The Little Book of the War. Houghton Mifflin 
Company. 1918. 

Thompson, John G. and Bigwood — Lest We Forget: "They Shall 
Not Pass," p. 140; "Birdman," p. 256; "In Flanders Fields" — 
McCrae, p. 321. Silver, Burdett & Company. 1919. 

Winning a Cause: "The First to Fall in Battle," p. 23. "When 
the Tide Turned," p. 55. "The Lost Battalion," p. 268. Silver, 
Burdett & Company. 

Cyclopedia of the World War. Commission on Public Information, 
Washington, D. C. (See also other publications by same commis- 
sion.) 

Appendix 
History Studies and Tests 

Less has been done to reduce history to its minimum 
essentials than has been done to reduce any of the other 
regular school subjects. This is largely due, no doubt, to 
the indefiniteness of the subject matter. 

In such subjects as spelling and arithmetic, the material to 
be taught is quite definitely established, and the minimum 
essentials can be stated with a considerable degree of cer- 
tainty. But in history, where the field to be covered is so 
vast — containing such a multiplicity of details — an at- 
tempt to reduce the subject to its barest essentials presents 
almost insurmountable difficulties. 

Another fact which contributes to these difficulties, is the 
lack of agreement among authorities, as to the aim or purpose 
of teaching historv; and it is obvious that the facts to be 



HISTORY 257 

taught cannot be selected until the aim of the teaching has 
been established. However, much excellent work has been 
done, both in stating the principles upon which a selection of 
minimum essentials should be made, and also in stating 
what these principles really are. 

The character of four of these statements or reports may 
be seen from the following brief discussions: 

1. In March, 1914, the Department of Education of the State of 
Minnesota issued a report made by the Committee on the Elementary 
Course of Study. This report, Bulletin 51, was an attempt to determine 
what elimination should be made from the subjects of the elementary 
grades. The report on history contains some positive recommendations 
as well as a citation of material to eliminate. 

2. A report by W. C. Bagley, "Present Day Minimum Essentials 
in United States History as Taught in the Seventh and Eighth Grades." 
This report is in two parts. The first was published as Chapter IX in 
the Fourteenth Yearbook of the National Society for the Study of Educa- 
tion; and the completion of the report is Chapter IX of the Sixteenth 
Yearbook of the same society. The report is based upon "the impor- 
tance of determining the names and topics common to different textbooks 
in history, in order to learn with some measure of precision the materials 
that are now looked upon as minimum essentials in this subject, and in 
order to have an intelligent basis for whatever additions or eliminations 
may be needed in the immediate future. Twenty-five elementary text- 
books, representing four successive periods of publication between 1865 
and 1912, were utilized in this study, and the principal results are based 
on a careful analysis of twenty-three of these books." 

3. A report by Ernest Horn, of the State University of Iowa, "Possi- 
ble Defects in the Present Content of American History as Taught in 
the Schools." The purpose of this report is "to examine into the 
implications of one assertion which has been made of late; viz., that the 
chief purpose of teaching history in the elementary schools is to make 
pupils more intelligent with respect to the more crucial activities, condi- 
tions and problems of present day life." Mr. Horn says: "A portion 
of the investigation was planned to discover what dates are most fre- 
quently referred to in the discussion of modern problems." He finds 
that "of the dates commonly insisted upon in the study of history, such 
as 1492, 1607, 1765, 1812, April 12, 1861 [few] are practically [ever] 
cited" in the books and articles (entering into his considerations). 



258 MINIMUM COURSE OF STUDY 

This report appears in Chapter X of the Sixteenth Yearbook of the 
National Society for the Study of Education. 

4. A report by Professor R. M. Tryon, of the University of Chicago, 
"Progressive Requirements in American History for the Junior and 
Senior High Schools." This report is found in The School Review, 
Volume XXVI, No. 7 (September, 1918). It was reprinted in The 
Historical Outlook, November, 1918. The material in this report 
centers around progressive requirements relative to the following general 
topics : 

a. General organization of the field of American History for teaching 

purposes. 

b. Maps to make. 

c. Dates and events to know and remember. 

d. Personages to know and identify. 

e. Topics with which students should be familiar when completing 

the course. 

f. General methods of procedure. 

5. Harlan's Test of Information in American History consists of ten 
exercises which comprise items found in practically all American History 
textbooks, being based upon the study by Bagley and Rugg of twenty- 
three textbooks, to determine the content of American History. It is 
an excellent information test. It is published by the Bureau of Educa- 
tional Research, University of Illinois, Urbana, 111. 



HOME ECONOMICS 

Aim 

It should be the purpose of any course in home economics 
to effect an improvement in the general health of the com- 
munity and to raise the standard of living by teaching the 
underlying principles relating to food, shelter, and clothing 
so that the pupils will be able to grasp these principles and 
apply them to their individual and social needs. 

Subject Matter 

The suggestions offered in the following outline may be 
used as the basis for more or less extensive courses of study 
in home economics. The small schools must adapt to their 
needs, and the large city schools should expand to meet the 
complex problems that always confront them. It is pre- 
supposed that the children have had some work in industrial 
arts in the lower grades and that the work, as outlined, in 
closely related subjects will not be duplicated, but supple- 
mented. 

Work has been outlined for the fifth and sixth grades be- 
cause under the majority of schemes of school organization 
home economics subjects are taught by the special teacher in 
grades below the junior high school. Under ideal conditions 
there should be no dividing line in the nature of the work 
given to the pupils up through the sixth grade, the distinction 
in "departmental work" to come at the period of material 
change in the physical and mental differences of the boy and 
girl. From the kindergarten through the sixth grade prob- 
lems and projects derived from the home experiences of the 

259 



260 MINIMUM COURSE OF STUDY 

child provide abundant opportunities to motivate the so- 
called formal subjects and should be so used rather than 
taught as sewing and cooking. 

No effort has been made to offer definite courses, to fix 
a definite amount of time per week, or to give specific recipes 
or garments that must be incorporated into the courses. 
It is understood that a definite amount of instruction will be 
given each year in the economies of food, shelter, and cloth- 
ing; and that seasonal recipes and garments or articles will be 
made. This part of the work must be carried on as the 
different lessons may suggest or the holiday season brings it 
to attention. 

In every case it is expected that the problems and projects 
taken up will be of such a nature that the home and the 
school will be closely connected and the everyday interests 
of the pupils steadily borne in mind. 

In compiling this outline the Committee reviewed one 
hundred and three courses of study; and also received much 
constructive criticism from directors and supervisors of home 
economics, in various schools and colleges throughout the 
United States, to whom the Committee wishes to express its 
appreciation. 

Fifth Grade 
Aim 

In sewing, to teach by means of simple handmade articles 
the handling of necessary tools and materials, and by so 
doing to help the pupils gain an added degree of muscular 
control and to develop habits of neatness. 

In cooking, to teach a few foundation principles and 
methods of cookery which will aid in the selection of food 
suitable for growing children. 

The aim is therefore throughout a distinctly utilitarian 
one. 



HOME ECONOMICS 261 

Sewing and Health 

A. Suggestive Problems: 

1. Simple bags, holders, pinwheels, towels, bibs, or 

aprons, teaching the use of basting, blanket, 
running, and combination stitches, turning of 
hem, hemming, French seam, and a few simple 
decorative stitches. 

2. Knowledge of warp, woof, selvage, name, use, and 

cost of materials used in articles made. 

Food and Health 

A. Suggestive Problems: 

1. Food combinations, with emphasis on the child's 

selection of her own lunch. 

2. Simple table setting, showing suitable lunches 

for school children. 

Shelter and Health 

A. Suggestive Problems: 

1. Everyday care of pupil's own room. 

*. Sixth Grade 

To strengthen and broaden the work of the fifth grade in: 
Clothing: By the introduction of machine work and 

simple garment making. 
Food: By the application of the food principles to the 

preparation of simple luncheons. 

Shelter: By developing the fundamentals of sanitation. 

Clothing and Health 

A. Suggestive Problems: 

1. Simple garment on kimona lines: 

a. Materials suitable for garment made. 

b. Use of pattern. 



262 MINIMUM COURSE OF STUDY 

c. Use of machine. 

d. Selection of simple trimmings, hand or 

machine made. 

e. Comparison of shop and home made gar- 

ments. 

Food and Health 

A. Suggestive Problems: 

1. Home and school meals: 

a. Special emphasis on fruits and vegetables: 

(1) Simple cookery of. 

(2) Suitable combinations. 

Shelter and Health 

A. Suggestive Problems: 

1. Care and cleaning of: 

a. Kitchen and furnishings. 

b. Bathroom. 

*. Seventh Grade 

In clothing, to increase the independence of the girl by 
practice in wise shopping and simple garment making. 

In food, to enlarge the principles already taught as they 
relate to the preparation of the meal, with emphasis placed 
upon the proper combinations and the economics of food. 

In shelter, to create a desire for simple and artistic house 
furnishings. 

Clothing and Health 

A. Suggestive Problems: 

1. Underwear suitable for the girl. 

2. Practical articles for home. 

3. School dress of wash material. 

4. Repair and care of clothing. 

B. Personal Hygiene. 



HOME ECONOMICS 263 

Food and Health 

A. Suggestive Problems: 
1. Adequate meals: 

a. Home breakfasts and luncheons. 

Shelter and Health 

A. Suggestive Problems: 

1. Simple house furnishings for living rooms: 

a. For comfort, utility, and sanitation. 

b. For artistic arrangement. 

Aim Eighth Grade 

In clothing, to emphasize clothing problems in their 
relation to the ethics and art of dress. 

In food, to focus all previous knowledge of food under 
problems of feeding the family. 

In shelter, to study the problems of sanitation in their 
relation to the home and community. 

Clothing and Health 

A. Suggestive Problems: 

1. Underwear. 

2. Wash dress or other practical garments: 

a. Selection of garments and textiles used. 

b. Study of various stitches and finishes used 

in trimming. 

c. Harmony of line and color. 

3. Care and repair of clothing: 

a. Mending. 

b. Simple alterations. 

c. Laundering of simple articles. 



264 MINIMUM COURSE OF STUDY 

Food and Health 

A. Suggestive Problems: 

1. Feeding the family: 

a. Marketing, relation of cost of food to 
income. 

b. Adapting of recipes to size of family. 

c. Family dietary. 

d. Table service. 

e. Infant care and feeding. 

f . Invalid feeding. 

2. School problems: 

a. Serving the teachers. 

b. Contributions to cafeteria and other school 

lunches. 

Shelter and Health 
A. Suggestive Problems : 

1. Sanitation in the home and community: 

a. Everyday care and precautions in the 

household. 

b. Care during and after illness in the home. 

Ninth Grade 
Aim 

The purpose of the course for this grade is to unify the 
preceding work so that the student may have a more com- 
prehensive understanding of the subjects of food, clothing, 
and shelter in relation to personal, family, and community 
welfare. 

The work of this grade is therefore somewhat of the 
nature of a review of the work carried on in the earlier 
grades. 



HOME ECONOMICS 265 

Clothing and Health 

A. Suggestive Problem for the Year: 

What must a ninth grade girl know about clothing in 
order that she may be correctly dressed, and understand the 
economic problems involved in the selection of clothing? 

1. Plan the girl's wardrobe: 

a. Proportion of the family budget allowed 

the girl. 

b. Economics of buying. 

c. Basis of selection: 

(1) Hygiene. 

(2) Costume Design. 

(3) Appropriateness. 

(4) Cost — actual and comparative. 

2. Practical problems: 

a. Hats, using commercial frames and reno- 

vating materials: 

Bracing and simple remodeling of plain 

frames. 
Covering frame with material. 
Covering with braid. 
Simple trimmings. 

b. Garments: 

Simple party dress. 
Tailored skirt. 
Community problem. 

c. Care of girl's wardrobe: 

Daily care. 

Repair of finer textiles. 
Laundering and renovation of finer 
textiles. 



266 MINIMUM COURSE OF STUDY 

Food and Health 

A. Suggestive Problem for the year: 

What must a ninth grade girl know about food in order to 
be in good health and be most useful to her home and to 
society? 

1. Food study: 

a. Care of, in home and community. 

b. Economy of buying. 

c. Value to the body: 

Relation to health, mental and physical. 

d. Dietary study: 

(1) Food for the ninth grade girl, based 

on calorie requirement as modified 
by various factors: climate, activi- 
ties, costs, etc. 

(2) Food for the family, based on calorie 

requirement of the family groups 
as modified by various factors. 

e. Practical problems based on family diet. 

(1) Cost of foods. 

(2) Seasonal foods. 

Shelter and Health 

A. Suggestive Problem for the year: 

What must a ninth grade girl know about managing the 
house, to be of the most assistance to her family? 

1. Home management: 
a. Essentials: 

(1) Division of income. 

(2) Division of labor. 

(3) Division of time. 



HOME ECONOMICS 



267 



General Summary 



Clothing 


Food 


Shelter 




Fifth Grade 




Elementary stitches 
and processes. 

Knowledge of warp, 
woof, selvage, cost 
and use of materials. 


Food combinations 
with special refer- 
ence to children's 
lunches. 

Simple table setting. 


! 

Evetyday care of 
pupil's own room. 




Sixth Grade 




Use of machine. 

Simple garment on ki- 
mona lines. 

Materials suitable. 

Use of pattern. 

Selection of simple 
trimmings, hand and 
machine made. 

Comparison of shop 
and home made gar- 
ment. 


Home and school 

meals. 

Suitable combina- 
tions. 

Simple cookery of 
food. 

Special emphasis on 
fruits and vege- 
tables. 


Care and cleaning of: 
Kitchen furnish- 
ings. 
Bathroom. 




Seventh Grade 




Underwear suitable for 

the girl. 
Practical articles for 

the home. 
School dress of wash 

material. 
Care and repair of 

clothing. 


Adequate meals: 
Home breakfasts 
and lunches. 


Simple house fur- 
nishings for living 
rooms. 



268 



MINIMUM COURSE OF STUDY 
General Summary — Continued 



Clothing 


Food 


Shelter 




Eighth Grade 




Underwear (continued). 


Feeding the family : 


Sanitation in the 


Wash dress or other 


Marketing, relation 


home and com- 


practical garments. 


of cost to income. 


munity : 


Mending (continued). 


Adapting of recipes 


Everyday care and 


SimDle alterations. 


to size of family. 


precautions in 


Laundering of simple 


Family dietary. 


the home. 


articles. 


Infant care and 


Care during and 


Harmony of line and 


feeding. 


after illness. 


color. 


Invalid feeding. 




Selection of garments 


Table service. 




and textiles. 


Cooking for school 
lunches and cafe- 
terias. 






Ninth Grade 




Planning of girl's ward- 


Food study: 


Home management: 


robe. 


Value to body. 


Division of in- 


Proportion of family 


Relation to health. 


come. 


budget allowed girl. 


Dietary study: 


Division of labor. 


Economics of buving. 


Calorie require- 


Division of time. 


Basis of selection of 


ment for girl — 




wardrobe. 


for family. 




Care of girl's wardrobe. 


Practical problems 




Hats. 


based on family 




Party dress. 


diet. 




Tailored skirt. 






Community problem. 







Bibliography 

Home Economics Education 

Briggs, Libaron Russell — Girls and Education. Houghton Mifflin 

Company. 1911. 
Calvin, Mrs. Frances H. — Principles and Policies in Home Economics 

Education. United States Bureau of Education, Washington, D. C 

Home Economics Circular No. 4, April, 1918. 



HOME ECONOMICS 269 

Cooley, Anna M., Winchell, Cora M., Spohr, Wilhelmina H., and 
Marshall, Josephine A. — Teaching of Home Economics. Mac- 
millan Company. 1919. 

McKeever, William A. — The Training of the Girl. Macmillan 
Company. 1914. 

Kilpatrick, William H. — The Project Method: Teachers' College 
Record. September, 1918. 

Speyer School Curriculum. Bureau of Publications. Columbia Uni- 
versity: Teachers College, New York City. 

Syllabus of Domestic Science and Domestic Art for the High Schools of 
Illinois. University of Illinois, Bulletin, Vol. 11, No. 24. 1917. 

Clothing and Textiles 

Allen, Lucy G. — Table Service. Little, Brown. 1915. 

Baldt, Laura J. — Clothing for Women. Lippincott. 1916. 

Bohmar, Lydia, and McNutt, Kathleen — Art in Press, with Notes 
on Home Decoration. Manual Arts Press, Peoria, 111. 1918. 

Fales, Jane — Dressmaking. Scribner. 1917. 

Hapgood, Olive C. — School Needlework (Teachers' Edition). Ginn 
& Company. 1892. 

Kinne, Helen, and Cooley, Anna M. — Clothing and Health. Mac- 
millan Company. 1916. 

Kinne, Helen, and Cooley, Anna M. — Shelter and Clothing. Mac- 
millan Company. 1913. 

McGowan, Ellen B., and Waite, Charlotte A. — Textiles and 
Clothing. Macmillan Company. 1919. 

Woolman, Mary S., and McGowan, Ellen B. — Textiles. Mac- 
millan Company. 1913. 

Woolman, Mary S. — Clothing; Choice, Care, Cost. Lippincott. 1920. 

Food and Nutrition — Hygiene and Sanitation — The Home 

Abel, Mary W. — Successful Family Life on the Moderate Income. 

Lippincott Company. 1 92 1 . 
Balderston, Lydia R. — Housewifery. Lippincott Company. 1919. 
Balderston, Lydia R. — Laundering. Published by the Author, 

1224 Cherry St., Philadelphia. 1914. 
Ball, Katherine F. — Household Arithmetic. Lippincott Company. 

1921. 
Bevier, Isabel — Food and Nutrition. Whitcomb & Barrows. 1915. 



270 MINIMUM COURSE OF STUDY 

Bevier, Isabel — The House. American School of Home Economics. 

1907. 
Bevier, Isabel, and Van Meter, Anna R. — Selection and Preparation 

of Food. Whitcomb & Barrows. 1915. 
Broadhurst, Jean — Home and Community Hygiene. Lippincott 

Company. 1918. 
Btjchannan, Estelle D. — Household Bacteriology. Macmillan Com- 
pany. 
Butler, Amos W. — Household Physics. Whitcomb & Barrows. 

1914. 
Conn, Herbert W. — ■ Bacteria, Yeasts and Molds in the Home. Ginn 

& Company. 1917. 
Eddy, Walter H. — Vilamine Manual. Williams & Wilkins. 1921. 
Farmer, Fannie M. — Boston Cooking School Cook Book. Little, 

Brown. 1916. 
Greer Charlotte C. — Textbook of Cooking. Allyn & Bacon. 1915. 
Harrison, Eveleen — A Textbook of Home Nursing. Macmillan 

Company. 1918. 
Hill, Janet M. — Practical Cooking and Sewing. Doubleday, Page. 

1912. 
Hill, Janet M. — The Up-to-Date Waitress. Little, Brown. 1914. 
Holt, Luther E. — The Care and Feeding of Children. Appleton. 

1915. 
Jordan, Whitman H. — Principles of Human Nutrition. Macmillan 

Company. 1912. 
Keene, Edward Spencer — Mechanics of the Household. McGraw 

Company. 1918. 
Jenyon, Josephine H. — Simple Lessons on the Physical Care of the 

Baby: Teachers College Bulletin. 1917. $ 

Kinne, Helen, and Cooley, Anna M. — Foods and Health. Macmillan 

Company. 1913. 
Kinne, Helen, and Cooley, Anna M. — Foods and Household Man- 
agement. Macmillan Company. 1913. 
Kinne, Helen, and Cooley, Anna M. — Food and the Family. Mac- 
millan Company. 1917. 
Kittredge, Mabel Hyde — The Home and Its Management. Century 

Company. 1917. 
Matteson, Emma B., and Newlands, Ethel M. — A Laboratory 

Manual of Foods and Cookery. Macmillan Company. 1916. 
Maxwell, Anna C, and Pope, Amy E. — Practical Nursing. 

Putnam's. 1914. 



HOME ECONOMICS 271 

Parsons, Frank Alvah — Interior Decoration. Doubleday, Page. 

1915. 
Pattee, Alida F. — Practical Dietetics, with Special Reference to Diet 

in Disease. Published by the Author, Mount Vernon, N. Y. 1916. 
Pope, Amy E. — Home Care of the Sick. American School of Home 

Economics, Chicago. 1912. 
Rolfe, Amy Lucile — Interior Decoration for the Small Home. Mac- 

millan Company. 1917. 
Rose, Mrs. Mary D. — Feeding the Family. Macmillan Company. 

1917. 
Rose, Mary S. — Laboratory Handbook for Dietetics. Macmillan 

Company. 1912. 
Sheaffer, William A. — Household Accounting. Macmillan Com- 
pany. 1917. 
Sherman, Henry C. — Chemistry of Food and Nutrition. Macmillan 

Company. 1918. 
Sherman, Henry C. — Food Products. Macmillan Company. 1914. 
Snyder, Harry — Human Foods and their Nutritive Value. Macmillan 

Company. 1908. 
Stiles, Percy G. — Nutritional Physiology. Macmillan Company. 

1918. 
Taber, C. W. — The Business of the Household. Lippincott Company. 

1918. 
Talbot, Marion — House Sanitation. Whitcomb & Barrows. 1917. 
Williams, Mary E., and Fisher, Katherine R. — Elements of the 

Theory and Practice of Cookery. Macmillan Company. 1916. 
Miscellaneous Bulletins from Government Printing Office, Washing- 
ton, D. C. 



HYGIENE 

*■ 

Aim 

The aim of this work is to obtain, preserve, and promote 
health. 

This subject should have a place in the school life of every 
child for the following reasons: 

1. To aid the home in establishing good health habits and 
correcting physical defects. 

2. To increase the efficiency of the school by improving 
the health of the pupils. 

3. To produce citizens whose health provides for maximum 
efficiency. 

Report on Conditions 

The home is not accomplishing all that is desired in estab- 
lishing good health habits as is shown by answers to the fol- 
lowing questions, asked of pupils in city schools of Southern 
California here listed : 

Kindergarten — Some of the Los Angeles Schools. First 
Grade — San Bernardino Schools. Second Grade — Riverside 
Schools. Third Grade — Santa Monica Schools. Fourth 
Grade — Redlands Schools, no report. Fifth Grade — Long 
Beach Schools. Sixth Grade — Pomona Schools. Seventh 
Grade — Pasadena Schools. Eighth Grade — Santa Ana 
Schools. 

What did you have for breakfast this morning? 

How many windows were open in your sleeping room last 
night? 

Did you remove all your day clothing before going to bed? 

Did you brush your teeth this morning? 

272 



HYGIENE 273 

Sixteen hundred and six pupils answered these questions 
and when tabulated their answers give the following results: 

Twenty-three per cent of all the pupils drank coffee for 
breakfast. The term coffee as understood by children is so 
variable that some allowance should be made for some of the 
smaller children not meaning real coffee, and some may have 
thought that the question meant, what did the family have 
for breakfast? 

A little over seven per cent of all the pupils slept in rooms 
with no windows open. (Questions asked .in May, 1918.) 

A little over eighteen per cent did not remove all their 
day clothing on retiring. 

Thirty-nine per cent did not brush their teeth. 

The extent to which school pupils have physical defects 
which have been detected by health authorities is set forth in 
the following report of the "Department of Health Super- 
vision in the Los Angeles Schools" for 1915 and 1916 (the last 
printed report available in June, 1918). 

Total number of examinations, 51,306. 

Of pupils examined twenty per cent were found to have 
defective teeth; fifteen per cent defective eyes; nine per cent 
defective tonsils; five per cent defective ears; one and five- 
tenths per cent defective heart; nine-tenths defective lungs, 
and six per cent suffered from adenoids. 

In the San Bernardino schools a thorough examination of 
the teeth was made during January and February of this 
year. Of the 1540 pupils examined, 1250 needed dental 
attention, or eighty-one per cent. 

Dr. Thomas D. Wood in his article in Good Housekeeping 
for June, 1919, page 29, gives the following statistics about 
the health of school children : 

Mentally defective at least 1% 

Tuberculosis now or have had at least 5% 



274 MINIMUM COURSE OF STUDY 

Organic heart disease over 1% 

Defective hearing 5% 

Defective eyes 25% 

Malnutrition 25% 

Adenoids, diseased tonsils or other glandular defects 15 to 25% 
Weak foot arches, weak spines or other joint defects 10 to 20% 
Defective teeth 50 to 75% 

Seventy-five per cent of the school children of the United 
States have physical defects which are potentially or actually 
detrimental to health; most of these defects can be remedied. 

The schools are not sending out citizens with health satis- 
factory for maximum efficiency, as is shown by the fact that 
the United States Recruiting Office of Los Angeles reported 
that, approximately, two out of every five recruits were re- 
jected for physical defects. Congressman Randall reported 
that throughout the country eighty-five per cent of the 
recruits for the army were found to be physically defective; 
and at first these were all rejected; later only twelve per cent 
were rejected. The others were accepted, and their defects 
corrected, or they were given special service. 

The health of the child more than anything else determines 
his regularity of attendance, his behavior, and his ability to 
cope successfully with problems confronting him, and we 
offer no apology for saying that efficient supervision and in- 
struction in matters of health should have first place in the 
school organization. 

Outline of Work 

The following is a very general outline of the work to be 
accomplished in carrying out the aim as stated above. 

First, Health and development examinations and correc- 
tion of defects. Every school should provide health special- 
ists to examine every pupil at least twice a year, to supervise 



HYGIENE 275 

the health of the pupils, and to correct those physical defects 
which need correcting. 

Second, Proper adjustment of the school to the child's 
needs. The buildings, grounds, equipment, daily program, 
teacher, fellow pupils, personal needs, etc., should be such as 
to provide the optimum of health for each pupil. 

Third, To establish in the child ideals in regard to the 
following, and in every way possible aid him in realizing 
these ideals. 

A. Foods and accessories: 

1. When to eat and drink. 

2. When not to eat and drink. 

3. What to eat and drink. 

4. What not to eat and drink. 

5. How to eat and drink. 

6. How not to eat and drink. 

7. Alcohol, tobacco and narcotics. 

8. Indiscriminate drugs. 

9. Elimination. 

10. Preparation of wholesome meals. 

B. Clothing: 

1. Purposes. 

2. Nature. 

3. Disadvantages. 

4. Making of hygienic clothes and dressings. 

C. Housing: 

1. Ventilation. 

2. Light and heat. 

3. Cleanliness. 

4. Water supply. 

5. Furniture. 

6. Surroundings. 



276 MINMIUM COURSE OF STUDY 

D. Cleanliness: 

1 . Care of skin and accessories. 

2. Care of eyes, ears, nose, mouth, throat, lungs, ali- 

mentary canal, and genito-urinary system. 

3. Bacteria and communicable diseases. 

E. Work, play, rest, sleep: 

1. Attitude toward. 

2. Kinds of. 

3. Purpose of. 

4. Dangers of. 

5. Posture in. 

6. Quality of. 

7. Time for. 

8. Effects upon circulatory system, respiratory sys- 

tem, muscular system, neurone system. 

F. Clear clean thinking: 

1. Attitude toward one's origin and perpetuation. 

2. Attitude toward health and disease. 

3. Attitude in regard to pain and pleasure. 

4. Attitude toward fear and bravery, sympathy, etc. 

G. Knowledge of first aid. 

H. Knowledge necessary to be hygienic home makers. 

Hygiene in Kindergarten (30 Minutes Per Week) 

Brushing teeth and cleaning nails. 

Neck and ears as clean as face and hands. 

Regularity of toilet. 

Sneezing, coughing, and blowing of nose always in handker- 
chief and away from others, i.e., head turned aside. 

Care in avoiding breathing in faces of others. 

Bad breath calls for home attention, and home co-operation 
should be sought. 



HYGIENE 277 

Regularity of sleeping hours and plenty of fresh air. 

No between meals piecing. 

Plenty of water between meals. 

No coffee or tea. Milk and fruit juices only. 

Thorough mastication of food, taking small mouthfuls. 

Mouth closed when chewing as well as when breathing. 

Hygiene in First Year (30 Minutes Per Week) 

Cleanliness : 
Care of skin, hair, teeth, nails. Illustrated and carried 
out by means of songs and games. 

Ventilation: 

Fresh air — sleeping with open doors and windows, or on 
porches. 

Exercise : 

Playing every day in the open air. Teach games that 
exercise, as play, all parts of the body. 

Food: 

Avoidance of tea, coffee and all stimulants. Importance 

of abundance of good water. 
Plenty of fruits and vegetables, with little meat and a 

minimum of sweet. 

Elimination : 
Good bowel movement every morning. 

Poise : 
Good position of body in sitting, standing or walking. 
(Folk games give ease and grace in movements of body.) 

Hygiene in Second Year (30 Minutes Per Week) 

Cleanliness and care of the body as a whole. 
Correct posture. 



278 MINIMUM COURSE OF STUDY 

Talks on general appearance, creating habits of neatness 

and order. 
Games and plays for sense training. 
Care of teeth. 

(Here use of lead pencil begins and the dangerous 'pencil 
sucking" habit should be forestalled by thorough drill 
on — 'Tut Nothing Into the Mouth but Food and 
Drink.") 

Hygiene in Third Year (30 Minutes Per Week) 

Review work of preceding grades, emphasizing cleanliness 
without and within, as best preventive of disease. 

Insist on proper care of teeth, nails, ears, eyes, nose, and skin. 

The body's need for fresh air and rest, and how to attain them. 
Exercise, sleep, relaxation, etc. 

Simple lessons on the framework of the body from illus- 
trations. 

Show pictures of crooked spines resulting from improper 
posture when reading or writing. Never slouch at home 
or at school. 

Teach proper lighting for good work and eye saving while 
young. 

Teach the body's need for proper food. Especial attention 
to bone and tissue builders. 

Guard against pencil sucking, telling dangers of the habit as 
well as the loss of speed in work. 

Hygiene in Fourth Year (30 Minutes Per Week) 

General topic : — Digestion. 

I. The body compared to a house. 
II. Building materials : Muscles, bones, nerves — blood, 

food, water, air. 
III. The master of the house orders things done. Some 
things done by servants while he is asleep. 



HYGIENE 279 

IV. The front door — the mouth: lining, teeth, saliva, 

mastication. 
V. What goes into Your House? Food — five classes of 

food. 
VI. What the Stomach Dwarf does with the food — Pro- 
cess of digestion in the stomach; in the intestines. 
VII. Necessity for the removal of garbage daily. 
VIII. What happens when the Stomach Dwarf receives too 
much food; too much sugar. 

Also Teach: 

I. Modesty. 

II. Care of the outside of the House: — Bathing, care of 
hair, nails, teeth, eyes, etc. 
III. Training of mind and "body: — ■ Good habits established 
in thinking, eating, sleeping. Cheerfulness as aid to 
digestion and good health. 
IV. Perpetuity of the race: Stories of plants, birds, fishes, 
and animals. 
God made the first tree, plant, etc., as a pattern and 
planned the perpetuity of each. 

(The teacher may make good use of Your House Won- 
derful, put out by the Uplift Publishing Co.) 

Hygiene in Fifth Year (60 Minutes Per Week) 

General topic : Respiration. 

Air: — Its composition. — Value of oxygen. — Danger from 
C0 2 . — Test for pure air. 

Ventilation : — Amount pure air needed per hour each per- 
son. — Effect of: breathing impure air, overcrowding, 
overheating. 

Best temperature for studying, — for living room, — for 
sleeping room. — Value of outdoor sleeping. 



280 MINIMUM COURSE OF STUDY 

How best to ventilate rooms : — Living, sleeping, sick 
room, school room. 
Heating : — Fireplace — stove — danger from gas or oil 

heaters. 
Importance of sunlight in homes (draw plans of houses to 

illustrate ventilation and sunlight in rooms). 
Where to place bed in sleeping room — Why? 
Lungs and air passages and their care : — From chart learn 

names, structure, and function of each part. 
Need for good lung expansion — Exercises for lung expansion. 
Need for good posture in standing, sitting, and walking. 

How to carry the body lightly. Cultivation of poise and 

grace beneficial and essential. 
Germs of disease attacking lungs and air passages — Brief 

study of: — Colds, catarrh, bronchitis, influenza, pleurisy, 

pneumonia. What to do and what not to do. 
Nasal breathing essential — Why — Dangers from mouth 

breathing: — Germs, dust. 
Keeping down dust in cities — In the homes (Sweeping and 

dusting demonstrated and criticised favorably or unfavor- 
ably). 
Lung crowding by sedentary occupations too long continued 

— Relax and breathe deeply every half hour. 
Need of exercise periods, deep breathing with chest forward 

and up till it becomes second nature, making dome roof 

for lungs. 
Need for loose clothing and foot comfort — Dress studied as 

suited to occasion and occupation. 
Effect of tobacco smoke on air passages — Smoking more 

harmful in youth than in adult life — Why — Cigarettes 

more harmful than cigars. 
Effect of alcohol on lungs. 

Adenoids and enlarged tonsils : — Common in period of child- 
hood. 



HYGIENE 281 

Evil effects of mouth breathing : — Upper teeth protrude, 
lips thicken and protrude, bacteria enter mouth, cold and 
dust reach throat and lungs. 

Adenoids: — What and where — Symptoms — Effect on 
health, mental development, and life habits. 

Tonsils : — What and where — Filters — Dangers from en- 
larged and diseased tonsils. 

First Aid. 

First aid in emergencies is very attractive as well as helpful 
to pupils in this grade. 
Teachers will find helpful material in Gulick's Book of 

Emergencies ; First Aid — Red Cross series; and Boy 

Scout Hand Book. 
Discuss and have demonstrations by pupils on what to 

do, when to do it, and what not to do. 

State text, Primer of Hygiene, pages 46-62 is the pupils' study 
text. 

Hygiene in Sixth Year (60 Minutes Per Week) 

I. Circulatory System: 

Blood, the great builder of life — Its component parts 
and function of each. 

Heart, the center of circulation. 

Pulse: — Located and counted — Normal for child — 
for adult — for aged. — Fast, slow, thready pulse — 
meaning of each. 

Blood Vessels : — Arteries lead from heart. Veins lead 
to heart. Capillaries form connection. 

Temperature : — Taken where and how? Normal, sub- 
normal, fever, high fever. Child's normal temp. § 
to 1 degree higher than adult. 



282 MINIMUM COURSE OF STUDY 

Exercise : — Moderate, beneficial to circulation. — Vio- 
lent, injurious to the heart. — Athlete's heart, en- 
larged and weakened. 
Alcohol : — Effect on heart, arteries, veins. 
Bleeding: — Arterial, how recognized, how stopped. — 
Venous, how recognized, how stopped. — Nose bleed- 
ing, how stopped. Clot, its value, when harmful. 
Bleeders. 
Kidneys: — Appearance, location, function. How they 
remove body waste. Things injurious to the kidneys. 
Skin: — Structure, function. Epidermis, nerveless and 
bloodless, a protector of true skin. Dermis contains 
glands, hair follicles, blood vessels, and nerves. A 
heat regulator of the body. 

Care of skin: — Bathing for: (1) cleanliness, (2) stimu- 
lation, (3) decrease of temperature. 
Appendages of skin : — Hair, nails. Function, struc- 
ture, care of each. 
Clothing: — Purpose, protection against injury, heat or 
cold, sun or rain; as aid in personal appearance. (Neat 
and clean rather than expensive or showy.) 
Danger of wet clothing or wet feet. 
Carriage of the body. 

Need for erect carriage :> — Health, comfort, beauty. 
Spinal column the essential part of the framework as 
it carries' the head on its top; from it the ribs and 
shoulders are hung; the weight of the upper part 
of the body rests upon it; and the nerves of the 
whole body pass through it to the brain. 
Therefore a perfect spine is essential to good health 

and a good physique. 
Muscles: — Hold body erect if in good tone; give mo- 
tion, strength, and beauty; protect bones, blood 
vessels, nerves, etc. 



HYGIENE 283 

Need for educating muscles in youth. 

Exercise strengthens muscles, is essential to good 

digestion, therefore should be taken regularly and 

in open air whenever possible. 

II. Nervous System, the ruler of the body. 

Departments : — Brain, spinal cord, nerves. Location 

and work of each. 
Care of the nervous system. Need of rest and quiet 
recreation. 
Amount of sleep necessary and regularity of sleeping- 
hours. 
Effect of pain upon nervous system. 
Importance of habit. 
How is a habit formed? 

Seven hygienic habits you should form: 

1. Keep your teeth clean. 2. Eat moderately, chew- 
ing food well. 3. Breathe pure air whenever pos- 
sible. 4. Retire regularly and reasonably early. 

5. Take proper exercise and hold yourself erect. 

6. Learn to rest and keep yourself calm. 7. Guard 
yourself, so far as possible from disease germs. 

Hygienic habit making essential to right living and 

happiness. 
Mental habits best formed in youth. Habit of cheerful 

ness essential to health and success. 

III. Review Digestion and Foods. 
Foods and their uses in the body. 
Need of building materials. 
Foods build up tissue, give heat, give strength and 

energy for work. 
Careful selection of food necessary. 

(First seven chapters of Food Saving and Sharing, 
U. S. Food Adminstration, good to use here.) 



284 MINIMUM COURSE OF STUDY 

Importance of well cooked food. Cooking of starchy- 
foods. 

Use of fats in cooking. 

Caring for foods. 
Spoiled food due to bacteria. 
Cleanliness keeps down bacteria. 
Cold keeps bacteria from growing. 
Cooking food kills bacteria. 
Digestive organs and their work. 

From chart learn names and location of parts of ali- 
mentary canal. 

Learn function of each organ of digestion. 

Tell story of digestion. 

Elimination of waste matter a daily necessity. 
Health of digestive organs essential. 

Work in "First Aid" and "Emergencies" continued 
through the year, dealing especially with — What 
may happen in vacation and how to meet it. 

Hygiene in Seventh Year (60 Minutes Per Week) 

The work will consist of First Aid and Emergencies includ- 
ing the making of bandages and dressings of various kinds. 

Hygiene in Eighth Year (60 Minutes Per Week) 

The hygiene of the home and the community. 
This work should be correlated with the work in home 
economics and should include work for boys as well as for 

girls. 



INDUSTRIAL ARTS 

Scope 

The study of industrial arts in the elementary school 
should give the child a survey of the whole industrial field : 

1. It is the use of common materials such as foods, textiles, 

woods, paper, metals, clays and allied materials, raw 
materials and discard materials in solving problems. 

2. It is the study of man's efforts to change raw materials 

into articles of greater use and value. 

3. It is the study of men and women at work in the great 

industries today; it develops an appreciation of the 
interdependence of people all over the world. 

4. It involves the study of art, literature, history, geog- 

raphy, mathematics, and science, for all these subjects 
deal with man at work, attempting to gain his living 
and to improve his condition. 

Aim 

The aims of industrial arts are: 

1. To stimulate the spirit of inquiry and investigation. 

2. To produce a general industrial intelligence by means of 

vital problems which lend themselves to muscular 
activities. 

3. To develop the individuality of the child through the 

study of processes needed to call forth interest and 
effort. 

4. To acquire appreciation and understanding of man's 

environment which is the result of inventions to meet 
his material and esthetic needs. 

285 



286 MINIMUM COURSE OF STUDY 

5. The study of production, manufacture, and distribution 

of common materials. 

6. To stimulate ideals of service through community life. 

7. To quicken the perception for beauty and develop the 

power to judge what is good, so that the harmony of 
home surroundings will give greater enjoyment. 

Place in the Curriculum 

Industrial arts has a vital place in the curriculum. It 
unifies the work of the whole school; and establishes the 
proper relations with the industries of the community and the 
rest of the world. 

Practical Application 

1. For constructions that meet a definite need which the 

child wants to satisfy, such as the making of a doll, a 
book, or using blocks. 

2. For illustrations: 

a. Stories: Literature, history, geography, pageants, 
holidays, national heroes. 

b. To show graphically: 

Life on a farm. 

Fruit ranch. 

A California orchard. (Planting and care of 
trees; picking, handling, transportation of 
fruit.) 

Sowing and harvesting in other lands. 

The Panama Canal locks. 

The United States mail system. 

The making of a harbor. 

Development of petroleum. 

Water supply: Domestic, irrigation, reclama- 
tion. 



INDUSTRIAL ARTS 287 

These illustrations may be very simply developed and yet 
be quite worth while for the sake of clarifying thought. 

In the study and working out of all these projects, the 
dominant thought is to bring the life outside the school more 
closely in touch with the life of the child. 

Kindergarten and First Grade 

In planning; work for kindergarten and first grade, begin 
with the child's experiences in his home as a member of a 
social group, and his relationships to the interests and activi- 
ties of the group — home life, civic life, transportation. 

The following projects are suggestive, each teacher choos- 
ing from the list those which personally appeal to her and 
that are adapted to the locality in which she is working. 

The study of Home Life includes: Food, Clothing, and 
Shelter. 

Materials: Foods, textiles, wood, paper, metals, clay and 
allied materials, raw materials, discard materials. 

Food: 

1. Cereals: 

Wheat. — From planting to harvesting. From the 
farm to the stores. Making of bread, biscuits, 
crackers, macaroni, cakes. 

Suggested Problems 

a. Wheat seed planted in damp cotton, cheesecloth, blot- 
ting paper, or damp sand. Gathering the ripened grain and 
grinding into flour. Make bread. 

b. Represent a bakery shop; make baker's cap and apron; 
make paste from flour. 

c. Tea-party; invitations, napkins, toy dishes. 

2. Milk: 

The dairy — care of cows, goats. 



288 MINIMUM COURSE OF STUDY 

Suggested Problems 

a. Clay modeling; animals, barn, trough. 

b. Paper cutting; cow, goat, barn, stool, pail, milk bottle. 

c. Discard materials; milk wagon. 

3. Meat, Fish, Poultry: 

Discussion of beef, fish, poultry. 

Suggested Problems 

a. Construct barn, incubator, chicken-coop, animals, 
chickens, eggs, fish. 

b. Represent meat or fish market. 

4. Fruits, Nuts, Vegetables: 

Orchards, vegetable gardens. 

Suggested Problems 

a. Represent orchard; trees, fruit, vegetables. 

b. Playing store. 

c. Clay modeling; vegetables, fruits. 

Clothing: 

1. Discussion of good combinations (color, design, texture) 

used in clothing worn by children. 

2. Briefly, through indirect discussions and by handling, 

distinguish between most important kinds of textile 
materials, and gain some idea of the sources of cotton, 
wool, silk, linen, and observe wherein they differ. 

3. Care of clothing — the laundry. 

Suggested Problems 

a. Making dolls, dressing dolls (paper, raffia, rags, stock- 
ings, clothes-pins, bottle, kelp, oak-balls, cones, nuts, wood, 
clay). 



INDUSTRIAL ARTS 289 

b. Making costumes for plays, festivals, and illustration 
of stories. Experiment with newspaper patterns. Develop 
in any available discard material. 

c. Become familiar with some uses of thread, cord, and 
yarn; knotting, braiding, knitting, crocheting, weaving. 

(1) Finger Crochet and Spool Knitting. (Toy reins, skip- 

ping-ropes, bath-robe cords, curtain cords.) 

(2) Braiding. (Raffia chains, mats, hats, rag rugs, narrow 

bands for dolls' hats.) 

(3) Weaving. (Mat of cat-tail leaves or other pliable 

material, cotton wash cloth, rag rug woven on card- 
board loom, hammock woven on wooden loom.) 

d. Washing. (Construct wash-tub, board. Wash dolls' 
clothes.) 

Shelter : 

Discuss : 

1. Doll's house. 

2. Home life in the city — policeman, fireman, postman, 

street cleaner. 

3. Home life in the country. 

4. Home life of other lands. 

5. Indian life. 

6. Games, playthings, toys. 

Suggested Problems 

Use of kindergarten blocks, clay, sand, cardboard, paper, 
wood, cloth, matting, sticks, twigs, grasses, and discard 
materials for sand table representation of home life, farm 
life, community life, life in other lands. 

Second Grade 

Materials: Foods, textiles, wood, paper, metals, clay, and 
allied materials, raw materials, discard materials. 



290 MINIMUM COURSE OF STUDY 

Food: 

1. Cereals: 

Wheat. — Review study of wheat. 

Corn. — Primitive preparation of. Usage in religious 
ceremonies. Uses at present time. Commercial 
preparation of cereals: corn meal, hominy, corn- 
flakes and by-products; starch, oil, husks. 

Stories: 

Roman Goddess of the Harvest. 
Story of Mondamin, Hiawatha. 
Gift of the Indians to the Pilgrims. 

Suggested Problems 

a. Planting corn in school gardens. 

b. Grinding corn; popping corn. 

2. Milk: 

Review work of first grade. 

Discuss churning process, primitive and modern. 

Use of buttermilk as a food. 

Suggested Problems 

a. Make butter and buttermilk. 

b. Booklet illustrating "Butter-making." 

c. Construct churn, butter bowl, paddles, molds, tubs. 

3. Meat — Fish — Poultry: 

Hog raising. 
Clam industry. 

Preservation of food: drying, salting, smoking, pick- 
ling, use of refrigerator. 

Suggested Problems 

a. Primitive methods of drying. Smoke meat. 

b. Represent hog ranch. 



INDUSTRIAL ARTS 291 

c. Fish market: methods of weighing fish, construct scales, 
simple baskets for carrying fish. 

4 . Fruits — Nuts — Vegetables : 

Review work of first grade. 

Continue discussions of orchards. Injurious and use- 
ful insects. Protecting grapes with bags. 

Suggested Problems 

a. Drying of fruits : apples, apricots, peaches, prune-plums. 
Dry apricots and cherries whole. 

b. Paper cutting: bowls, jars, fruit, labels. 
Make paper bags. 

Clothing : 

1. Primitive clothing. 

2. Use of furs, skins, leaves joined with thorns, grasses, 

fibres. 

3. Primitive loom. 

4. Modern loom. 

Suggested Problems 

a. Weave simple rug, bag, or basket. 

b. Make costumes for school play. 

Shelter : 

1. Study of primitive shelter: Indian life, log cabins. 

2. Study of modern shelter: Bungalow, cottage, apart- 

ment house, hotel, public buildings, schools, churches. 

Suggested Problems 

a. Indian life illustrated on sand table; Indian costumes. 

b. Build and furnish bungalow. Use natural and discard 
materials. 

c. Make booklet illustrating activities in home. 



292 MINIMUM COURSE OF STUDY 

d. Graphic and constructive representation: — Civic 
officers and community helpers: Fireman, policeman, post- 
man, street cleaner, district nurse. 

Third Grade 

Materials: Foods, textiles, wood, paper, metals, clay and 
allied materials, raw materials, discard materials. 

Food: 

1. Cereals: 

Rice. — Discuss manner of planting and growing rice 
at home and in other lands. Industrial processes 
involved in the preparation of rice. Bleaching, 
polishing, puffed rice. Making of rice flour and 
rice paper. 

Stories: 

Laf cadio Hearn — Burning of the Rice Fields. 
Bryant — Stories to Tell to Children. 
De Foe — Robinson Crusoe. 

Suggested Problems 

a. Raising rice. 

b. Sand table illustrations. 

c. Make collections of different kinds of paper. 

2. Milk: 

Study the cheese industry in this and other lands. 
The use of reindeer milk, koumiss, and buttermilk as 
food. 

Suggested Problems 

a. Make cottage cheese. 

b. Make poster to illustrate the cheese industry. 

3. Meat — Fish — Poultry: 

An Australian sheep ranch. 
Abalone industry. 



INDUSTRIAL ARTS 293 

Suggested Problems 

a. Sand table project: Life on a sheep ranch. 

b. The transportation of mutton. 

c. Make collection of buttons. 

4 . Fruits — Nuts — Vegetables : 

Growth, preparation, and transportation to market 
of dates, raisins, cocoanuts, coffee, cocoa, walnuts, 
peanuts, and almonds. 

Bean culture. 

Suggested Problems 

a. Dry figs, dates, raisins. 

b. Make chocolate or cocoanut candy for school sale. 

c. Dry beans. 

d. Raise peanuts and make peanut butter. 

Clothing : 

1. Study sources of wool and cotton. 

2. Processes: Shearing, washing, preparation of fibres, 

carding, spinning, weaving. 

3. History of weaving. 

4. History of needles and pins. 

5. Pastoral life. 

Suggested Problems 

a. Plant cotton seed. 

b. Tests for cotton and wool. 

c. Weave basket or pillow. 

d. Make charts, showing the history of weaving; paper 
poster, illustrating pastoral life; on sand table illustrate value 
of reindeer to the Eskimo. 



294 MINIMUM COURSE OF STUDY 

Shelter : 

1. Study of primitive life — tree dwellers, cave dwellers, cliff 
dwellers, lake dwellers, early sea people, life of the 
Five Nations, Pueblo, Navajo, Sioux, and Alaskan 
Indians. California Missions. 

Suggested Problems 

a. Booklet of Indian symbols used in design. 
Weaving simple baskets — Indian symbols. 

b. Make bowl — coiled method — decorate. 

c. Primitive method of cooking; heating water with hot 
stones and boiling corn. 

d. Posters of primitive life. 

e. With clay build miniature mission and adobe house. 

Fourth Grade 

Materials: Foods, textiles, wood, paper, metals, clay and 
allied materials, raw materials, discard materials. 

Food: 

1. Cereals: 

Oats. — Growing and marketing. 

Suggested Problems 

a. Raising oats in school garden. 

b. Preparing for use. 

c. Cooking oatmeal. 

d. Collecting advertisements and labels of different oat 
products. 

e. Illustrating transportation by rail or by water. 

2. Milk: 

Review work of previous grades. 
Discuss preservation of milk, condensing, canning, 
evaporating. 



INDUSTRIAL ARTS 295 

Suggested Problems 
a. Scrap book illustrating: above processes. 

3. Meat — Fish — Poultry: 

Raising ducks and turkeys. 
Use of wild game. 
The oyster industry. 
The whale industry. 

Suggested Problems 

a. Freehand paper cutting to illustrate above industries. 

b. Illustrate turkey drive, harpooning whales, and netting 
oysters. 

4 . Fruits — Nuts — Vegetables : 

Class discussion: Orange, lemon, and grapefruit 

orchards. 
Packing-house: Storage and transportation. 
Preserving fruits: Marmalade and candied orange 

peel; fruit juices. 

Suggested Problems 

a. Represent orchard on sand tables. 

b. Cut paper illustration — freight trains or shipping fruit 
by water. 

c. Candy fruit. 

d. Roast apples, corn, potatoes. 

e. Make drink of fruit in season. (Fold paper cup.) 

f. School sale. 

Clothing: 
i. Source, use, and comparison of wool, cotton, silk, linen, 

jute, furs. 
2. The hunter and trapper: History, value, and care of 

furs. 



296 MINIMUM COURSE OF STUDY 

Suggested Problems 

a. Raise silk worms. 

b. Make collection of cloth as to quality, design, and color. 

c. Weave hat band, necktie, or Navajo blanket. 

d. Dye cloth with berries, bark, or nut husks. 

e. Make collar and cuff set. 

Shelter : 

1. Building materials: Sources and use of wood, brick, 

stone, concrete, clay, tile, steel, iron, glass, paper, 
plaster, sand. 

2. Visit lumber yard or brickyard. 

Suggested Problems 

a. Design floor and side elevation of house. 

b. Construct paper furniture. 

c. Make bricks — build wall. 

d. List kinds and uses of wood. 

e. Make wooden toys from discard materials. 

Fifth Grade 

Materials: Foods, textiles, wood, paper, metals, clay and 
allied materials, raw materials, discard materials. 

Food: 

1. Barley t 

How planted and prepared. 
Study of food value of grains. 
The farmer's friends. 



Suggested Problems 

a. Raising barley. 

b. Grinding the grain. 

c. Mount specimens of all grains. 

d. Make barley soup. 



INDUSTRIAL ARTS 297 

2. Milk: 

Discuss modern dairy, sanitation, labor-saving machin- 
ery, milk records, bottling, preservation, and dis- 
tribution, home care of milk. 

Suggested Problems 

a. Make milk records. 

b. Separate milk. 

c. Make ice cream. 

d. School sale. 

3. Meat — Fish — Poultry: 

Class discussion: Value of storage for foods. 

Fish hatcheries; stocking streams; use of refrigerator 

cars; smoking, salting, drying, canning meats, and 

fish; canning soups. 

Suggested Problems 

a. Graphic and constructive illustration of Fisherman's 
Life. 

b. Making fish netting. 

c. Knots used by Boy Scouts: Overhand, granny knot, 
slip knot, square knot, sheep bend, and splicing. 

4. Fruits — Nuts — Vegetables: 

Prunes : Handling by manual labor or by machinery. 

Olives: Water cure, brine, canneries. 

Potatoes: Value as a food, ways of cooking, care of 

vegetables. 
Salt and spices. 

Suggested Problems 

a. Bake potatoes. 

b. Collect recipes for cooking prunes. 

c. Make prune souffle. 

d. Graphic and constructive representation of Marco 
Polo's visit to the Spice Islands. 



298 MINIMUM COURSE OF STUDY 

Clothing : 

1. Review work of previous grades. 

2. Study of leather: 

a. Primitive methods of preparation and tanning of 

skins. 

b. Relation to modern manufacturing, commercial 

and industrial life. 

c. Uses: gloves, shoes, bags. 

d. Workers. 

3. Study of pressed materials: felt. 

Suggested Problems 

a. Make a collection of threads from leather-thongs, ropes, 
twine, cord, to finest thread. 

b. Collect pictures showing the development of the leather 
industry. 

c. Half -sole and heel shoes. 

Shelter : 

1. Study history of wood, brick, stone, marble, clay, con- 

crete, slate, tile, steel, iron, plaster, sand, glass. 

2. Visit a lumber mill. Uses of wood in building docks, 

bridges, ships, railroad-ties, cars, automobiles, wagons, 

telegraph poles, roads. 
Substitutes for wood: beaver board, paper, concrete, 

and glass. 
Visit a paper mill and a glass factory. 

Suggested Problems 

a. List woods as hard and soft. 

b. Make a collection of pictures of different kinds of 
buildings. 



INDUSTRIAL ARTS 299 

c. Draw plans and construct doll house for first grade. 

d. Make paper. 

Sixth Grade 

Materials: Foods, textiles, wood, paper, metals, clay and 
allied materials, raw materials, discard materials. 

Food: 

1. Grain: 

Journeys of food. Primitive and present methods of 
carrying food. Sowing and harvesting wheat in 
many lands. History of grains. Bread: kinds, 
how made. Visit to a bakery. Visit to a macaroni 
factory. 

Suggested Problems 

a. Construct bread box, board, rolling-pin. 

b. Make bread. 

c. Make book illustrating "Story of Bread." 

2. Milk: 

Food value of milk. Butter-making, ancient and 
modern. Principal butter-producing countries. 

Suggested Problems 

a. Make butter. 

b. Sterilize milk. 

c. Make custard. 

3. Meat — Fish — Poultry: 

Raising poultry. Discuss process of candling, pre- 
serving, packing, and transporting eggs. Feather 
industry. 



300 MINIMUM COURSE OF STUDY 

Suggested Problem 

A boy bought a hen and a setting of twelve eggs. He 
built a chicken-house and yard. After paying all expenses, 
what would be his profit at the end of a year? 

4. Fruit — Nuts — Vegetables: 

Sugar-making: Cane, beet, maple. 
Life of the bee. The bee industry. Honey and by- 
products. How the wasp helps the farmer. 

Suggested Problems 

a. Classify foods that are heat producing and contain fat, 
sugar, minerals, starch. 

b. Make book illustrating "sugar making." 

c. Can vegetables and fruits. 

Clothing: 

1. A child leaving the sixth grade should know the following 

about textiles: The sources and qualities of at least 
the four principal fibres of commerce; an appreciation 
of the processes by which these fibres are made into 
thread; how thread is made into cloth; how garments 
are made; and the important facts in connection with 
cleaning and laundering of textile materials. 

2. The fundamental purpose should be to train the in- 

dividual to appreciate and judge intelligently suitable 
materials, so that he can buy, make, and care for his 
clothing and home furnishings to the best advantage. 

3. Class discussion should include relative value and 

prices of: wool, cotton, silk, linen, rubber, furs, leather, 
and the suitability of these materials for different 
seasons, climates, and occupations: and comparative 
quality of materials.. 



INDUSTRIAL ARTS 301 

Suggested Problems 

a. Collect illustrations for history of costume. 

b. Make charts of different cloths. 

c. Review knots of fifth grade. Add the following: 
timber hitch, two-half-hitch, clove hitch, sheep, shank, bow- 
line, fisherman's. 

Shelter: 

1. Planning and furnishing a home. 

House: Situation, drainage, building materials. 
Heating: Open fires, stoves, steam, hot water, gas, 

oil, electricity. 
Light, candles, kerosene, gas, electricity. 
Plumbing and tiling. 
Walls: Paper, asbestos, kalsomine, paint, textiles, 

pictures. 
Floor coverings: Rugs, linoleum, matting. 
Furniture: Suitability, durability, simplicity. 

2. Care of the home. 

3. Landscape gardening. 

Suggested Correlations of Subject Matter under the Problem of 

Shelter 

1. Art: Design — Interior decoration. 

2. Literature : 

Alice Morse Earle — Early Colonial Days. 
Frank G. Carpenter — How the World Is Housed. 
James F. Chamberlain — How We Are Sheltered 

3. History: History of materials. 

4. Geography: Sources of building materials. 

5. Arithmetic: Problems related to house. 



302 



MINIMUM COURSE OF STUDY 



Materials Used 


iral Materials 




Acacia seeds 


Leaves 


Acorns 


Magnolia seeds 


Bamboo 


Melon seeds 


Berries 


Oak-balls 


Birch 


Pumpkin seeds 


Corn husks 


Rose-hips 


Eucalyptus seeds 


Shells 


Feathers 


Stones 


Ferns 


Twigs 


Grains 


Umbrella Seeds 


Kelp 


Willow (for whistles) 


ard Materials 




Almanacs, calendars 


Milk bottle tops 


Beads 


Newspapers 


Buttons 


Paper bags 


Button molds 


Papier-mache cheese boxes 


Chalk boxes 


Ribbon bolts 


Clothes-pins 


Rings 


Collar buttons 


Sawdust 


Corks 


Shoe buttons and laces 


Corrugated paper 


Spools 


Empty cigar boxes 


Straw 


Empty pasteboard boxes 


String 


Flour, sugar, or salt sacks 


Tin-foil 


Kodak reels 


Tarletan 


Leather 


Wire 


Meat skewers 


Yarn 



KINDERGARTEN 

The kindergarten should be a vital part of every public 
school system. It has passed the period of probation and it 
must now justify its place in the public school system by 
actual results. 

The great educational principle of self-activity underlying 
the kindergarten is an accepted principle in all education 
today. From the kindergarten to the university, students 
are urged to be self-expressive, to think out their own prob- 
lems. 

It is most desirable that the kindergarten should work in 
connection with the rest of the elementary school in its 
course of study and in its interpretation of educational 
principles. The work should be so arranged that the first 
grades should be a continuation of the kindergarten. Experi- 
ence and data show us that this has not always been the case; 
there has been and is still too much separation. 

Two difficulties present themselves in the working out of 
this continuation scheme: 

1. The California state law reads that children may 
enter the first grade at six; consequently many children enter 
the first grade with no kindergarten training; others with 
insufficient kindergarten training; while others may be kept 
in kindergarten too long. Promotion from kindergarten 
should be made when a child is ready for first grade. In case 
the child remains in the kindergarten, work must be provided 
that will meet his growing abilities. 

All children should have kindergarten training. This would 
give the work of the first grade more regularity and more 
could be accomplished. 

303 



304 MINIMUM COURSE OF STUDY 

2. The kindergarten has not always stated in definite 
terms just what it is doing; and the first grade teacher, as a 
result, has not had a basis on which to build. Hence this 
course of study has been worked out in terms of the elemen- 
tary school to make it more intelligible to all. In the kinder- 
garten we consider all the subjects indicated, but not as 
separate subjects; all is done in an informal, natural way 
through excursions, conversations, stories, games, dramatiza- 
tion, music, and the play materials of the kindergarten. 

General Aim of the Kindergarten 

1. Social adjustment through social experiencing. 

2. Individual development through the use of the child's 

natural impulses and interests. 

3. Enrichment and interpretation of the child's experiences. 

4. Stimulation to purposive thinking in every activity of 

the child. 

Subject Matter 

Physical Education 
Natural Plays, Rhythms , and Games 

Purpose and aim: 

1. To recognize a child's natural instinch to play and to 

give outlet to his desire for physical activity. 

a. To develop physical skill and alertness. 

b. To develop initiative and control. 

2. To develop a strong healthy body, by: 

a. Furthering the coordination of the larger muscles. 

b. Establishing good habits of sitting and standing. 

c. In cooperation with the home, working for physical 

hygiene for the child in regard to sleep, food, 
clothing, cleanliness. 



KINDERGARTEN 305 

3. To give training in social cooperation. 
Minimum essentials: 

1. Familiarity with games of each of the following types: 

a. Ball games. 

b. Games for muscular activity and control. 

c. Dramatic and representative games. 

d. Rhythmic and dancing games. 

e. Sense games. 

f . Plays and games involving use of simple apparatus, 

such as swings, see-saws, slides. 

2. Ability to form a circle and line. 

3. Recognition of laws that control games. 

Note. — Each kindergarten eacher at promotion should send to the 
first grade teacher a list of games played. 

r> j • Music 

Fur pose ana aim: 

1. To awaken a desire to sing. 

2. To awaken music appreciation, both vocal and instru- 

mental. 

3. To train the ear and voice with special attention to 

monotones. 

4. To stimulate physical activity that will carry over into 

physical control and rhythmic self-expression. 

Note. — The piano should be kept in tune, pedalled correctly, played 
accurately, with strongly marked rhythm, and played softly when 
accompanying songs. 

Minimum essentials: 

1. Ability to sing with clear light tones. 

2. Ability to listen to music. 

3. Ability to recognize and respond to simple musical 

movements; e.g., fast, slow, loud, soft, etc. 

4. Recognition of ten songs or melodies. 

5. Ability to sing five songs. 



306 MINIMUM COURSE OF STUDY 

Handwork 
Purpose and aim: 

1. To provide materials that will satisfy the child's natural 

desire to handle and construct. 

2. To increase manual control and to clarify thought. 

3. To develop initiative, originality, self-reliance, per- 

severance. 

4. To give joy and confidence through achievement. 

5. To develop the ability to work with others toward a 

common end. 

6. To stimulate and direct activities with materials that 

will lead to art and industrial processes. 

7. To stimulate such an interest in handiwork that the 

child will work at home and recognize possibilities in 
miscellaneous materials. 

Minimum essentials: 

1. Growing control of materials and tools. 

2. Ability to work out simple problems and projects. 

3. Ability to select materials, colors, sizes, and forms in 

relation to the purpose. 

4. Ability to judge results. 

5. Ability to cooperate and work for a common end 

6. Ability to follow simple directions. 

Materials: 

1. Large building blocks. 

2. Wood and carpenter's tools. 

3. Boxes — cardboard and paper. 

4. Fabrics — worsted, string, etc. 

5. Clay and sand. 

6. Miscellaneous materials such as ribbon bolts, spools 

bottle tops, collar buttons, cans, paper bags, etc. 

7. Nature materials. 



KINDERGARTEN 307 

8. Beads, large and small; enlarged peg boards. 

9. Crayola, paints, pencils. 

10. Tablets, sticks, enlarged; seeds and shells. 

11. Toys, dolls, toy animals, housekeeping toys, wagons, etc. 

Art 

Kindergarten teachers believe that art education should 
begin early and to that end beautiful pictures, harmonious 
colors, tasteful decorations, correct forms, well balanced and 
simple arrangements, good music, and the best literature 
should surround young children. 

Purpose and aim: 

1. To set standards for the perception and appreciation of 

art. 

2. To stimulate ooservation and interest. 

3. To arouse and stimulate the imagination and the creative 

instinct. 

4. To satisfy the love of color. 

5. To clarify thought. 

6. To give better contro* of art materials. 

Minimum essentials: 

1. Ability to use art materials with some degree of skill. 

2. A growing appreciation of beauty in pictures and in 

nature. 

3. Some appreciation of color, arrangement, and propor- 

tion. 

Materials: 

1. Paint and crayola. 

2. Clay and sand. 

3. Pencil, paper, and scissors. 

4. Beads and peg boards* 



308 MINIMUM COURSE OF STUDY 

„ , . English 

Purpose and aim: 

1. To develop and direct the child's instinct to talk. 

2. To enlarge and enrich the vocabulaiy. 

3. To cultivate a pleasing voice, a clear enunciation, and 

correct expression. 

4. To stimulate and develop imagination. 

5. To present new ideas and ideals. 

6. To develop a feeling for good English. 

7. To stimulate good usage of words; i.e., see, saw, seen, lie, 

lay, sit, set, have, got, isn't, and the avoidance of ain't. 

Minimum essentials: 

1. Ability and readiness to give fair interpretation of 

thoughts and experiences. 

2. Ability to listen. 

3. Ability to take part in conversation; to express himself in 

full sentences. 

4. Power to put ideas into languages, either in asking 

questions or in making statements. 

5. Ability to tell name and address. 

6. Habits of courteous response and intercourse such as the 

use of "please," and "excuse me," replying when 
spoken to, waiting for turn, etc. 

Reading and Literature 

The kindergarten lays the foundation for the teaching of 
reading as well as for the entire study of English and liter- 
ature. A rich vocabulary gives color to the stories the child 
reads. The telling of the stories by the child is the first step 
toward oral reading. Care should be taken not to take all 
the freshness from the stories he is to read in his primer. 

We read with our own experience. We read with what we have seen 
and heard and smelled and tasted and felt. We read with the emotions 



KINDERGARTEN 309 

we have had, with the love we have loved, the fear we have feared, the 
hate we have hated. We read with the observations we have made 
and the deductions we have drawn from them; with the ideas we have 
evolved and the ideas we have built into them ; with the sympathies we 
have developed and the prejudices we have failed to rid ourselves of. — 
How to Read by J. B. Kerfoot. 

Purpose and aim: 

1. To widen the child's horizon, stimulate his imagination, 

and develop his intellectual and spiritual growth. 

2. To provide a means for enjoyment and to satisfy a sense 

of humor. 

3. To give opportunity for dramatic expression and social 

experiences. 

4. To arouse a love and appreciation of literature. 

Minimum essentials: 

1. Familiarity with: 

a. Ten Mother Goose rhymes. 

b. A few choice verses of Stevenson, Rossetti, and 

others. 

c. The best known fairy and folk tales. 

d. A few realistic stories. 

e. A browsing table with good pictures and picture 

books, which the child is allowed to handle 
freely. 

2. Appreciation of a good story. 

3. Ability to tell short stories. 

Reference: — 

Selected List of Stories to Tell Children, published by Literature Com- 
mittee of 1918, International Kindergarten Union. 

History 
Purpose and aim: 

1. To lead the child to participate through play in the 

activities of man. 



310 MINIMUM COURSE OF STUDY 

2. To lead him to realize that one's country stands for 

home — its maintenance and its protection. 

3. To develop a sense of patriotism. 

4. To inculcate the first ideals of citizenship. 

Minimum essentials: 

1. An idea of the interdependence of man as typified by 

universal activities such as providing food, clothing, 
shelter. This involves consideration of home and 
community interests, and the needs of each — stores 
and shops of different types, mail service, fire depart- 
ment, public parks, public means of transportation. 
These activities should be selected from the child's 
environment in accordance with his interests, emphasis 
being placed on the human side always; that is, on the 
people who render services — the postman, police- 
man, etc. 

2. An appreciation of the festivals of the year: Thanks- 

giving, Hallowe'en, Christmas, St. Valentine's Day, 
Washington's Birthday, May Day, etc. 

3. Recognition of our flag and something of its significance. 

Civic and Social Education 
Purpose and aim: 

1. To lead to some realization of social relationships. 

2. To form certain ideas and habits of conduct. 

3. To train in democratic living. 

4. To develop power of adjustment to social situations. 

Minimum essentials: 

1. Some appreciation of and advancement towards: 
a. Courtesy and fair play: 

(1) Observance and use of simple social customs, 
such as the use of "Good morning/' 
"Good-bye," "Thank you," etc. 



KINDERGARTEN 311 

(2) Willingness to listen while another is speak- 

ing. 

(3) Willingness to abide by the rules of any of 

the games played, to "take turns," etc. 

b. Cooperation: 

(1) Helpfulness to individuals and the group. 

(2) Ability to work on any group project that 

may be undertaken — a unit with build- 
ing blocks, a school garden, etc. 

c. Courage and cheerfulness. 

d. Loyalty: 

(1) As expressed in the child's love and enjoy- 
ment of his home, his school, and his 
country. 

e. Honesty and truth-telling. 

f. Civic pride: 

(1) Interest in keeping schoolgrounds, streets, 
parks, benches, etc., clean. 

g. Responsibility as an individual: 

(1) For the orderliness of the schoolroom, work 

put away properly, own floor space free 
from scraps, etc. 

(2) For the proper use of materials furnished 

him, avoiding waste. 

(3) For the observance of the simple rules of 

conduct in and around the school, such as 
conduct in the halls, in the classroom, on 
the playground, etc. 

(4) For obedience and respect for laws made to 

safeguard society — traffic especially. 

2. Ability to formulate rules of conduct for himself and 

for the group. 

3. Leadership, i.e., ability to control people and materials. 



312 MINIMUM COURSE OF STUDY 

Nature Study 

We must define nature study in terms of its purpose, not in terms 
of its methods. It is not doing this or that, it is putting the child into 
intimate and essential contact with the things of the external world. 
Fundamentally nature study is seeing what one looks at and drawing 
proper conclusions from what one sees ; and thereby the learner comes 
into personal relations and sympathy with the object. — Bailey. 

Purpose and aim: 

1. To strengthen the child's love and appreciation of 

nature. 

2. To stimulate observation and awaken interest in nature. 

3. To give some idea of man's dependence on nature, and 

on the unseen forces of nature. 

4. Humane education. 

Minimum essentials: 

1. Some knowledge of familiar animals, birds, flowers, and 

trees and of the natural forces surrounding him: the 
sun, rain, wind, etc. 

2. An interest in simple living problems near to the child's 

life, and in matters outside of himself: 

a. Care and observation of animals in the kinder- 

garten and home. 

b. Care of plants and gardens. 

Arithmetic 
Purpose and aim: 

1. Training in numbers has no place in the kindergarten, 
but the child's spontaneous interest in them is stimu- 
lated and developed through his play and manual 
activities and he gains incidentally knowledge of 
proportion, quantity, number, size, and weight. 

Minimum essentials: 

1. Ability to tell his age. 

2. Ability to count to ten. 

3. Ability to associate with objects numbers through five. 



MANUAL ARTS 

Specific Reason for Giving the Manual Arts a Place in the 

Elementary School 

In the sixth, seventh, eighth, and ninth grades the aim of 
the manual arts course is to give practical information and 
experience in the modern constructive processes of the typical 
manual industries. The purpose is to assist the youth to 
acquire a workable knowledge of the common mechanical 
world and to discover his aptitudes and his limitations, so 
that he can successfully manipulate the machinery of daily 
life, intelligently choose his vocation, and develop into an 
efficient citizen, competent to interpret and master his social 
environment. 

Course of Study 

The Committee recommends that the course of study in 
the manual arts should have prevocational value and not be 
confined to woodwork, but should include fundamental 
processes selected from the following classification of the 
manual arts: 

1. The graphic arts: 

Freehand drawing; mechanical drawing. 

2. The mechanic arts: 

Woodwork, metalwork, electricity. 

3. The plastic arts: 

Cement, brick, tile. 

4. The bookmaking arts: 

Printing, bookbinding. 

313 



314 MINIMUM COURSE OF STUDY 

Suggested Schedule 
Sixth Grade : 

Woodwork and drawing. 

Concrete. (See Group 3 in outline for woodwork.) 

Seventh Grade: 

Woodwork. 

Printing. 

Electricity. 

Mechanical drawing (Elective). 

Eighth Grade : 

Forging. 

Auto mechanics. 

Printing. 

Mechanical drawing (Elective). 

Ninth Grade : 

Sheet metal work. 
Machine shop practice. 
Mechanical drawing. 

Bench Work in Wood 
Outline of Work : 

In this subject the projects suggested are typical only of 
the constructive processes of each group. In selecting the 
problems for the course each school should, to a large extent, 
aim to meet the industrial situation of its particular com- 
munity. The work must be practical and should impress 
the student with its importance in aiding him to earn a liveli- 
hood. The number of problems in each group must be 
governed by local conditions. The graphic representation 
should be used to aid in solving each project, and the ma- 
terials used should be studied. 



MANUAL ARTS 315 

1. First use of saw, plane, and laying out tools; measuring, 

sawing, planing, squaring, and finishing. 
Typical problems: Swing board, cutting board, garden 
stake. 

2. Simple modeling, laying out curves, use of turning saw, 

spokeshave, sandpaper, and finish. 
Typical problems: Airplane propeller, handles, boat. 

3. Joining two or more pieces with butt joint, fastening 

nails or screws, sandpapering, finishing. 
Typical problems: Bracket, skate coaster, feed trough, 
wood forms for concrete work, flower box, bird bath, 
sundial, small tiles. 

4. Box construction, duplicate parts, finishing. 
Typical problems: Knife and fork box, feed hopper, 

box trap, bird house, and forms for work in concrete. 

5. Planing to three dimensions (surface planing). Stock 

in rough given to pupil. 
Typical problems: Coat and hat hanger. 

6. Cross lap joint construction. Abstract exercise followed 

by application. 
Typical problems: Saw buck, field hurdles, picture 
frame. 

7. Mortise and tenon construction. Exercise and applica- 

tion. 
Typical problems: Porch swing, taboret, apparatus for 
gymnasium and playground. 

8. Panel construction, finishing and refinishing. 

Typical problems: Medicine cabinet, tool chest, repair 
and refinishing of school furniture or pieces of furniture 
brought from home. 
The Committee found it a comparatively easy matter to 
establish the aim for the subject, also to agree upon a mini- 
mum course of study in bench work in wood. Lack of 
equipment and experience in teaching the other activities 



316 MINIMUM COURSE OF STUDY 

listed has made it impossible for the Committee to complete 
definite courses in these subjects. 

During the past few years the Mechanic Arts Department 
of the Southern Branch of the University of California has 
been endeavoring to solve the problem. The following 
courses are the result of these experiments and may be sug- 
gestive to others. 

Prevocational Courses 

In studying the courses one must not lose sight of the 
difference between prevocational and vocational training. 
In these prevocational courses, no attempt is made to teach 
a trade or train for remunerative employment. The child 
is being given an acquaintance instead of definite training. 
It is quite as important to prove to the child who is not 
mechanical that other ways of earning a living are more 
suited to him, as it is to encourage those mechanically in- 
clined to choose a definite trade. The boy should learn 
early that he must master a life-maintaining occupation and 
that in order to do so he must be honestly industrious. He 
cannot afford to be either indecisive or lazy, if he wishes to 
hold a worthy place in the economic world. 

Frequent comparisons between the different vocations is 
very necessary. When it is possible make visits to industrial 
plants and shops, where the pupils may observe the environ- 
ment and feel the atmosphere of the actual commercial 
conditions. As the work develops, proper emphasis should 
be placed on technic and the use of tools in harmony with 
mechanical standards. 

Lack of equipment will many times be found a handicap 
and is a problem that must be met in different ways. In 
city school systems the high school equipment could be used 
during vacant periods, or special shops, similar to the centers 
for woodwork, could be established in the various lines. 



MANUAL ARTS 317 

The general shop may be the solution, at least this would 
seem to answer for the smaller schools. 

Again, the object of these courses is to aid the youth to 
find the work for which he is best adapted, by acquainting 
him with the typical manual industries, so that when he 
reaches the tenth grade he can decide on a definite vocation 
and begin to fit himself for it. 

Woodworking and Drawing 

Course as outlined above used in the sixth and seventh 
grades. 

Time : One and one-half hours per week. 

Auto Mechanics 
(Eighth Grade) 

Aim : This subject should be taught not to develop repair- 
men, but to acquaint the pupil with the principles of the 
internal combustion engine, and the mechanism of the 
various units of the automobile. Methods of manufacture 
should be considered, as they give an insight into a large 
variety of gainful occupations. 

The method of instruction recommended in this course is to 
divide the automobile into units and teach detached units, 
thus tending to concentrate thought and effort. As outlined 
below, the course is suggestive only, and should be presented 
in such a manner that the pupils are led to grasp mechanical 
principles and their general relations and applications, rather 
than the special form or design. The teacher should keep in 
mind always that the mechanical principles involved in the 
automobile, and not the specific automobile, is the subject 
being taught. 

Time : Three hours per week, one semester. 



318 MINIMUM COURSE OF STUDY 

Outline of Course: 

1. The Engine: 

Cycle. 

Parts and their relation. 

Timing. 

Operation. 

Valve grinding and bearing repair. 

2. Ignition : 

Electricity, magnetism. 
Induction, circuits. 
Batteries, timers, circuits. 
Distributors, spark plugs. 
Location and repair of troubles. 

3. Carburetors: 

Fuel, mixtures. 
Adjustments. 

4. Lubrication and cooling: 

Radiators, etc. 

5. Clutches, speed change gears. 

6. Front axles: 

Steering mechanism. 

7. Rear axles: 

Types, differentials. 

8. Wheels, bearings, tires. 

9. Bodies: 

Types, lines, material, finish, trimming. 

Electricity 
(Eighth Grade) 

Aim: First, to present fundamental principles in electric- 
ity in order to give an insight into electrical occupations. 

Second, to develop skill that will enable the boy to make 
minor adjustments and repairs on electrical devices found in 
his home. 



MANUAL ARTS 319 

Time : Three hours per week, one semester. 
Outline of Work : 

1. Batteries: 

Generating electric current by combining different 
elements (copper and zinc, carbon and zinc, copper 
and iron, and other couples) in various electrolytes 
(alkaline, acid and salt solution), noting with volt- 
metre the electrical pressure and flow generated by the 
different combinations. 

2. Circuits : 

Using copper, aluminum, German silver, iron wire, 
of different lengths and gauges, and noting the differ- 
ence in the readings of the instruments. Use compass 
and show deflection caused by the flow of electricity 
through the circuits. Use glass or paper over wire and 
show the magnetic whirl caused by the current. 

3. Magnetism: 

Make up a helix or solenoid showing the grouping of 
the lines of force; make an electromagnet by inserting 
a soft iron core into the solenoid and show the great 
increase of the magnetic flux. Explain the reason 
for the change or increase of the strength of the mag- 
netic field. Introduce the permanent magnet, both 
bar and horse shoe. Experiment upon attraction 
and repulsion. Make a compass. 

4. Make electromagnetic vibrators, primary coils in 
simple forms. Run bell circuits, install in school- 
room buzzers, bells, switches. Teach locating troubles 
in the system. In this work the electric workman's 
tools should be introduced and instructions given in 
proper use; also in stripping, clearing, joining, tapping. 

5. Ohms law, experiments with instruments and 
verifying with electric mathematical calculations. 



320 MINIMUM COURSE OF STUDY 

Electric induction, with electromagnet demonstrate 
motor principle (conductor moves out of magnetic 
field), with the coil, a circuit, and with the galvano- 
meter, the dynamo principle. Explain series, shunt 
and compound wound fields. Demonstrate a simple 
armature, the brushes and commutation. 

Metal Work 

(Ninth Grade) 

Aim: The metal working courses offer the youth an 
opportunity to test his aptitudes for various trades and 
industrial occupations. 

Time: Three hours per week, one year. 

Outline of Course : 

1. Forging: 

Operation of the forge, building, and maintaining 
of fire. Use of forge, anvil, hammer, and general 
forge tools in the fundamental processes of — drawing 
out, bending, twisting, upsetting, punching, splitting, 
fullering, swaging, case harding, welding, tempering, 
and annealing. 

Typical problems: Square drift pin, eye bend, gate 
hook, bolt, open wrench, chain links, cold chisel, etc. 

Special demonstrations and talks by instructors — 
cutting and welding by the electric and oxyacetylene 
process and application to industry. The power and 
steam hammer, drop-forging and the use of dies. 

2. Molding and Founding: 

Molding: Practice in the use of foundry equip- 
ment, including the flask, riddle, shovel rammer, and 
rudders' tools, in the making of cores and simple 
molds. 



MANUAL ARTS 321 

Founding: Operation of the brass furnace, build- 
ing and maintaining of fire, mixing of metals, heating 
the crucible, and casting simple objects in soft metal. 

Cupola Practice: Talk on the manufacture of iron 
and steel. Observation of older class men in foundry 
practice. 

3. Machine Shop Practice: 

Bench and Drill Press Work: Problems in filing, 
sawing, drilling, riveting, etc. 

Machinery: Study of machines, oiling, adjust- 
ments, and observation of operations, or working same 
under close supervision of upper classmen. 

Printing 
(Eighth or Ninth Grades : Elective Course) 
Time : Three hours per week, one year. 
First Semester : 

Study of twelve point (Pica) type, analysis of a letter, body, 
face, line, shoulder, shank, feet, neck, stem, cerifs, board, 
capitals, small caps, and lower case. Study of American 
point system, point body, point line, point set. Drill on the 
thickness of spaces and quads. Instruction in the use of the 
twelve point em as the unit of measurement of all labor- 
saving material. Study of labor-saving rule, leads, slugs, and 
reglets. Instruction in the use of the point as the unit of 
measure. Study in the lay of the case. Composition of 
straight reading matter, twelve point. Proper position at 
case, proper way to hold stick, to use composing rule, to pick 
up a letter and place it in the stick. Study of spacing. Each 
line should be inspected before the pupil starts on another line. 

Press Work: Feeding blank sheets with treadle power. 
Feeding small jobs of cardboard or paper with treadle power, 
washing press. 



322 MINIMUM COURSE OF STUDY 

Second Semester: 

Analysis and composition of other sizes of type, comparing 
them with the twelve point, eighteen point, twenty-four 
point, thirty-six point, ten point, eight point. Analysis of 
spaces and quads should be thorough. Composition of 
straight work — parts of jobs. Study of different alphabets. 
Old English, Roman, Gothic, Script. Composition of simple 
jobs. Cards and simple school forms. Distribution of 
type. How to hold the type. How to pick up the type 
with the right hand. How to drop the letters, separation 
of the spaces, how to distinguish the different sizes and faces. 

Press Work: Feeding job work with use of the meter, 
oiling the press. 

Third Semester: 

Study of brass rule, wood and metal furniture, distribution 
of labor-saving material. Composition of both straight and 
job work. Study of spacing, careful distribution. Use of 
the paper cutter. Making planer proofs. 

Press Work: Changing tympan. Use of counter space 
tabbing. 

Fourth Semester: 

Locking up simple press forms. Composition of more 
difficult work in both straight manuscript work and job 
forms. 

Press Work: Make ready for small forms. Lock up of 
platen forms. Care of motor, press, and rollers. 

Bibliography 

Bawden, William T. — Re-port on Manual Arts Conference at George 

Peabody College; Washington, D. C, Dec, 1917. 
Bennett, C. A. — The Manual Arts; Peoria, 111., 1917. 
Brewer, John — The Vocational Guidance Movement, its Problems 

and Possibilities, chapter VITI; New York, 1918. 



MANUAL ARTS 323 

Griffith, Ira S. — University of Missouri Bulletin, vol. 17, no. 3; 
Columbia, Mo., 1916. 

Moore, Ernest C. — What the War Teaches about Education, pages 
142-156: New York, 1919. 

Sawyer, R. G. — Manual Training Magazine, pages 316-318; Peoria, 
111., May, 1919. 

Snyder, Edwin R. — California Blue Bulletin, vol. 5, no. 2; Sacra- 
mento, 1919. 

Wood, Harry E., and Smith, James H. — Prevocational and Industrial 
Arts; Chicago, 1919. 



MUSIC 

Aim 

Music should be taught in our schools for the following 
reasons : 

1. It trains the sentiments. 

2. It leads the child to appreciate nature, religion, country, 

home, duty, work, comradeship, and all that means 
inspiration and aspiration to the human spirit. 

3. It expresses this appreciation. 

Nature songs, songs of the mountains, the trees, the rivers, 
the flowers, the birds, the animals, all lead the child to appre- 
ciate the wonders of the great out-of-doors, to see new beau- 
ties in the world about him, and to be gentle and kind to all 
animal life. 

Songs of religion bring forth the wonder of life and of love 
and stimulate ideals of virtue and honor. 

Songs of home and family life instill patience, sympathy, 
tenderness, and loyalty. 

Songs of duty encourage obedience, self-reliance, and 
faithfulness. 

Songs of work promote industry, honesty, fairness, co- 
operation, courtesy, consideration, and generosity, and 
stimulate respect for labor. 

Songs of comradeship inspire fairness, kindliness, friendli- 
ness, unselfishness, generosity, and courtesy. 

Splendid songs of country foster the highest ideals of the 
nation. To make America a singing nation is a most im- 
portant aim. When a country becomes one in lifting its 

324 



MUSIC 325 

voice in the same good stirring songs, a note is struck for 
harmony, good will, and real brotherhood. 

The most vital mission of school music in the reconstruc- 
tion days ahead is to aim for the development of a higher 
broader patriotism than the world has known heretofore — 
patriotism in the highest sense of a full realization of the 
universal brotherhood of man. To this aim the child should 
be taught to sing and sing well, not only our own national 
songs, but such songs as the "Marseillaise," "Rule, Britannia," 
and others that tend to inspire lofty ideals of freedom and 
democracy. 

Service to humanity should be our highest aim in education, 
and nothing tends more practically toward this end than a 
musical atmosphere in the school, the community, and the 
nation. Its tendency toward unity of thought and feeling, 
toward the elimination of selfishness, and its appeal to the 
ideal to make it an indispensable element in training for an 
appreciation of the great things in life. 

Minimum Essentials in Music 

1. Repertoire of songs to include nature songs, songs of 

religion, home, country, duty, work, and comradeship. 

2. Correct use of singing voice. 

3. Power to interpret music of moderate difficulty from the 

printed page. This includes part singing. 

4. Appreciation. 

Songs Everyone in Eighth Grade Should Know 

All Through the Night Auld Lang Syne 

America Battle Hymn of the Republic 

America the Beautiful Believe Me if All Those En- 
Annie Laurie dearing Young Charms 

Antioch Blue Bells of Scotland 



326 



MINIMUM COURSE OF STUDY 



Columbia, the Gem of the Ocean 

Come, Thou Almighty King 

Comin' Thro' the Rye 

Dixie 

Drink to me Only with Thine 

Eyes 
Flow Gently, Sweet Afton 
Funicule, Funicula 
Hail, Columbia 
Home, Sweet Home 
Italian National Hymn 



Love's Old Sweet Song 

Marseillaise 

Men of Harlech 

My Old Kentucky Home 

Now the Day is Over 

Old Black Joe 

Old Folks at Home 

Rule, Britannia 

Santa Lucia 

Star-Spangled Banner 

Sweet and Low 



NATURE STUDY AND AGRICULTURE 

Purpose 

The purpose of nature study and agriculture in the public 
schools is to arouse an interest in nature and to develop the 
spirit of inquiry. Careful observation leads to a knowledge 
of nature's resources and to an appreciation of the relation be- 
tween cause and effect. The aesthetic value of this knowl- 
edge is shown in the enjoyment of nature and in the apprecia- 
tion of the beautiful. The utilitarian values are demonstrated 
in the providing of food, clothing, and shelter, in the con- 
servation of natural resources, including minerals, water 
power, forests, wild life, and human health and energy, as 
well as in acquiring skill. Man's recognition of his relation- 
ship to other animals and to his surroundings leads to a 
sympathetic attitude and results in an enrichment of charac- 
ter as shown in spiritual growth, humane impulses, and the 
development of such characteristics as industry, patience, and 
thrift. 

The following presentation of the Committee's findings 
is offered. 

The purpose of nature study in the public schools is: 

1. To develop the spirit of inquiry resulting in: 

a. A live interest in and familiarity with nature. 

b. The habit of careful observation. 

c. Perception of the relation of cause and effect. 

2. To gain knowledge of nature's resources, desirable for its: 

a. ^Esthetic value. Enjoyment of nature; appreci- 
ation of the beautiful. 
327 



328 MINIMUM COURSE OF STUDY 

b. Utilitarian values. Providing food, clothing, shel- 

ter; conservation of natural resources, as: miner- 
als, wild life, forests, water power, human health 
and energy; acquiring skill in handling natural 
forces or materials. 

c. Biologic value. 

Appreciation of man's relation to other creatures 
and to his physical environment. 

3. To develop the sympathetic attitude. Enrichment of 
character through: spiritual growth by perceiving the 
spiritual law in the natural world; humane education 
by trying to view things from the animal's standpoint; 
patience, thrift, and industry by perceiving the orderli- 
ness and happiness everywhere existent in nature. 

Course of Study 

The Committee is unanimous in the opinion that a detailed 
course of study for all schools is not practicable. Such a plan 
would defeat the end at which the subject aims. The fol- 
lowing synopsis of essentials is therefore the only recom- 
mendation offered under the caption, "course of study." 
Rotation of types with successive years will provide variation 
in material and avoid unprofitable repetition. 

1. Animal life of the land. 

a. Animals with a backbone: Mammals, birds, 

reptiles, toads, and frogs. 

b. Animals without a backbone: Insects, spiders, 

etc.; other types such as earth worms, slugs, etc. 

2. Plant life of the land. Forestry and wild flowers; gar- 

dening practice; field crops of the community. 



NATURE STUDY AND AGRICULTURE 329 

3. Aquatic life. 

a. Aquarium study. 

b. Sea beach or pond or both, according to location of 

the school. 

4. Minerals, stars, and weather conditions, where not han- 

dled in geography classes. 

5. Human physiology is handled as a special subject but is 

well correlated with nature study. 

6. Simple experiments in mechanics and chemistry touch- 

ing manual arts on the one hand and domestic arts on 
the other. 

An extremely elastic arrangement of such topics for the 
various grades is suggested as follows: 

Grades 1, 2, 3. — Work to arouse general interest, appreci- 
ation, attitude toward nature, humane impulses, knowledge 
of simple processes in caring for plants and pets. Have 
small garden plots in the spring term if possible. 

Grades 3, 4. — Study pond life, beach life; economic plants, 
simpler plant structures, adaptation in plant and animal life 
to local conditions (heat, cold, drought, etc.) ; home projects 
on a practical basis. 

Grades 4, 5, 6, 7. — Center interest about the garden — 
its enemies and its friends; animal and plant husbandry, 
methods of improvement, marketing, transportation; nature 
clubs organized; simple chemistry and physics of the home 
and the garden. 

Grades 7, 8. — Definite work in physiology, sanitation, do- 
mestic science, mechanics, physical geography. 

This scheme by grades is but suggestive and must not be 
interpreted as limiting the study of any phase of nature to 
any one part of the school system. 



330 MINIMUM COURSE OF STUDY 

Recommendations 

The following recommendations on general methods are 
submitted by the committee : 

1. The work is to be kept simple. Technical terms are to 

be eliminated. 

2. Materials to be used are those to be found available ac- 

cording to time, place, and immediate interest to the 
school or community. 

3. The method of presentation should be such that the 

teacher is a member of her own class, inspiring the 
children with her own example as a learner. 

4. The points to be considered in the study of each speci- 

men should include: 

a. General and special features of appearance. 

b. The home or the habitat. 

c. Food and manner of procuring the same. 

d. Enemies and protection against them, 

e. Comparison with others of its class. 

f . Economic use or importance to man. 

g. Cultural methods if desirable. 
(Plant and animal industry.)* 

5. The principle of correlation is to be stressed. The ma- 

terials of nature study may well be employed in oral 
and written expression, art, handwork, history — in 
fact, with almost any of the other subjects when in the 
hands of an enthusiastic teacher. 

6. Books and pictures are to be used in the furtherance of 

the study of the materials. Always, however, they are 
to be considered merely a means to the end, an ac- 
quaintance with nature itself. 



NATURE STUDY AND AGRICULTURE 331 

7. Where possible to provide a nature study room it is 

recommended that such be done. This should not be 
permitted to result in a study of dead specimens only, 
nor to degenerate into a mere collecting of things. 

8. Frequent excursions with specific objects in view are 

recommended. Such excursions may be to the sea- 
shore, parks, farms, weed patches, roadsides, or wild 
country. 

Principles 

General principles relative to methods should be recognized 
as follows: 

1. For primary grades especially. 

a. The principle of contact; i.e., play with, handle, 

feel, smell, do manual work with the material 
where feasible. 

b. Express the child's idea of the material by means of 

pictures in chalk, water color, crayola; by clay 
modeling, paper cutting or tearing. 

c. Express orally or in written sentences composed by 

the children. 

d. Express by charts made by the teacher and children 

in cooperation — seed charts, garden and wild 
flower charts, mounted leaves, bird charts. 

e. Express by physical activity — impersonation 

(not personification), dramatization; make up 
games involving the material. 

f. Stories by teacher and by children; songs. 

h. Liberation ceremonies — the caterpillar we have 
learned from is set free as a butterfly. 

i. Teaching by error, i.e., endeavor to find the truth 
to replace the error in certain fiction stories that 
deal with nature. 



332 MINIMUM COURSE OF STUDY 

2. For grammar grades especially. 

a. The orderly notebook. 

b. The collection, with care that the process be subor- 

dinate to the aim. 

c. The exposition — pet show, flower show, arrange- 

ment of life story in display of material, vege- 
table and livestock sale. 

d. Reading and study; discussion by teacher supple- 

mental to first-hand study of material. 

e. Club work. Utilize the gang spirit in organizing 

for citizenship; nature clubs may debate or report 
on garden, field or project work, or on local farm 
industry. 

f. Determine the local problem and study it. 

g. Emphasize the method and the need of production 

of food and other commodities, 
h. Learn to construct and to use the simpler apparatus 
for work undertaken. 

Suggestions on Correlation with Other Subjects 
Art: 

The art sense may be cultivated through flower arrange- 
ment, designs from nature motifs, blue prints of wild flowers, 
artistic arrangement of notebook or of herbarium sheets. 
Study space relation and color values in nature, ornamental 
gardening, or landscape art. Design posters for flower or pet 
shows. Let nature classes produce material for the use of art 
classes and strive to use artistic pictures for nature study. 

Geography: 

In lower grades the development of the idea of a plain, a 
mountain, a forest, etc., make the mention of characteristic 
plant and animal life almost unavoidable even should such 
avoidance be desired. In higher grades, study the products 



NATURE STUDY AND AGRICULTURE 333 

of different lands both natural and cultural; how produced, 
harvested, or conserved. Study soil — its function in sup- 
porting life and the place of living organisms in the produc- 
tion or the enrichment of soil. Geological history, evolution 
of living forms, the stars, and other living bodies may be 
studied in the higher grades. 

History: 

Beginnings in history may properly be made in a study 
of the homes of man and of other animals — the wigwam, 
igloo, tree house, farm life, domestic animals, and plants; 
wild foods of man, preparation of food by mealing stones; 
man's dress and ornaments — skins, feathers, beads, cotton, 
wool, etc. National festivals, such as Thanksgiving, may in- 
troduce the subject of food plants and animals found by the 
Pilgrims — turkey, Indian corn, log house, primitive farming, 
harvest festival, and the products harvested. Local history 
may involve local nature products, e.g., early California his- 
tory is intimately associated with the padres and their work. 
The mission olive, mission grape, mission fig, mission cling, 
pomegranate, and the earlier types of farm animals, methods, 
and products; the names of many wild plants and animals 
are associated with the padres' activity. Study the history 
of agriculture and of the inventions related thereto. Organ- 
ize clubs for community projects and apply principles of 
government. 

Manual training: 

Have little folk make baskets of nature grasses, string seeds 
or pods, dress dolls in leaves, paste wigwams, farm houses, 
barns, fences, windmills, lay out farm and irrigation system 
on the sand table. Make animals or fruits in clay; where a 
kiln is available, make clay frogs or turtles for holding cut 
flowers; weave a bird's nest, make reading books with block 



334 MINIMUM COURSE OF STUDY 

type for actual use in first grade; bind simple notebooks or 
picture scrap books. Upper grades may make pet cages, 
goat carts, cement flower pots, bird bath, tree labels for the 
garden, seed envelopes, placards for fairs or expositions, 
window boxes, flats, cold frames, and other garden equipment. 

Reading and expression : 

From the first grade onward, nature study easily moti- 
vates reading, writing, and oral expression; i.e., the child 
sees a reason for acquiring a knowledge of words because he 
has something to express. Care must be exercised that the 
work does not become drudgery. Expression must be looked 
on as a desirable accomplishment and not as a task. Nature 
selections for reading classes shoultl be made appropriate to 
season, locality, and to material at hand. 

The Test of Results 

The success of effort in nature study will find its index in 
the child's : 

1. Spontaneity. 

2. Attitude toward nature. 

3. Humane impulses. 

4. Ability and responsibility in caring for plants and 

animals. 

5. Proper disposition of the products of his effort. 

Facts acquired or ground covered do not constitute a 
measure of success in nature study. 



PHYSICAL EDUCATION 

The course of study indicated in the accompanying table 
comprises only the constructive phase of physical education 
— the physical training activities. The preventive phase 
has been prepared by the Committee on Hygiene. 

In order to determine the needs and capacities of the child 
a physical examination should be given at least once a year. 
All children found to have structural or functional defects 
should be given individual work in the special corrective 
period under the supervision of an expert. 



335 



336 



MINIMUM COURSE OF STUDY 



Physical Education should afford the means for highest 

tion in selected and 



GENERAL AIM: 



Age 


Grade 


Aims 


Subject Matter 


4-6 


1 


To afford the means for : 

1. Increasing control of 

fundamental move- 
ments. 

2. Promoting vigorous 

activity of the res- 
piratory, muscular, 
excretory, and 
nervous systems. 

3. Satisfying instinctive 

tendency for motor 
activity. 

4. Developing rhythmic 

expression. 

5. Developing whole- 

some imagination. 


1. Self-testing activi- 

ties. 
Free play. 

2. Hunting activities. 

3. Self-testing activities. 

Hunting activities. 

4. Rhythmical activi- 

ties: 
Singing games; 
simple rhythms. 

5. Dramatic activities: 

Story plays; 
Dramatization of: 
animals, charac- 
ters, stories. 


7-9 


2 

3 
4 


To afford the means for: 

1. Developing motor 

coordinations and 
sense judgments. 

2. Developing habits of 

good posture. 

3. Developing self-con- 

trol and attitude of 
fair play. 

4. Expressing the hunt- 

ing instinct. 

5. Satisfying the awak- 

ening of the com- 
petitive spirit. 

6. Further developing 

the rhythmic sense. 


1. Self-testing activities. 

2. Postural training. 

3. Hunting activities. 

4. Hunting activities. 

5. Hunting activities. 

6. Rhythmical activi- 

ties: 
Folk dances, sing- 
ing games, simple 
rhythms. 



PHYSICAL EDUCATION 337 



physical, mental, and social development and adjustment, through participa- 
adapted physical activities. 

Specific Activities 



1. Informal work on playground apparatus — swings, 

slides, teeters, ladders. 

2. Bird Catcher, Midnight. 



3. Tag, Puss in the Corner. 



4. Mulberry Bush, Did You Ever See a Lassie. Skip- 
ping, running, galloping. 



5. Going to the Farm; Gathering Nuts. Elephants, 
Giants, Imps, Brownies. Little Miss Muffit, Jack 
and Jill. 



1. Grade 2 — Climbing, hanging, sliding, swinging. 
Grade 3 — Walk on 2 in. board 15 ft., somersault, 

leap frog, skin the cat, apparatus stunts. 
Grade 4 — Squat, Dog Run, Human Wicket, Ap- 
paratus Stunts. 

2. Grade 2 — Correct sitting position: active, relaxed, 

study; correct standing position, attentive, rest- 
ing; correct walking, correct weight carrying. 
Grades 3 and 4 — Posture test. 

3. Grade 2 — Crossing the Brook, Flowers and Wind. 
Grade 3 — Stoop Tag, Steps, Trades. 

Grade 4 — Arch Ball, Stealing Sticks, Club Snatch. 

4. Grade 2 — Tommy Tiddler's Ground, Tag, Hill Dill. 
Grade 3 — I Spy, Whip Tag, Pom-Pom Pullaway. 
Grade 4 — Jap Tag, Oyster Shells, Catch of Fish. 

5. Grade 2 — Bean Bag Board, Teacher and Class, 

Ducks Fly. 
Grade 3 — Line Ball, Line Zigzag, Bean Bag Circle 

Toss. 
Grade 4 — Prisoner's Base No. 1, Corner Spry, 

Relays. 

6. Grade 2 — Carrousel; Shoemakers; Oats, Peas, 

Beans; Playing fairies, birds, etc. 
Grade 3 — Nixie Polka, Indian Dance, Hickory 

Dickory Dock, Butterflies, Snowflakes. 
Grade 4 — Reap the Flax, Hop Mor Annika, Kite 

Flying, Rolling Hoops, Jumping Rope. 



338 



MINIMUM COURSE OF STUDY 



Physical Education should afford the means for highest 

in selected and adapted 



GENERAL AIM: 



Age 


Grade 


Aims 


Subject Matter 




5 

6 


To afford the means for: 

1. Developing skills 

which are carried 
into athletic and 
rhythmic activities. 

2. Attaining standards 

of: 

(a) Average effi- 
ciency in all-round 
events. 

(b) Good posture. 


1. 

2. 


Self-testing activities 
and mimetic exer- 
cises. 

(a) Decathlon 
events. 

(b) Posture tests. 


10-11 


3. 


Satisfying the desire 
for group competi- 
tion. 


3. 


Athletic games. 






4. 

5. 


Organizing groups 
and developing 
squad leadership. 

Further developing 
the rhythmic sense. 


4. 
5. 


Decathlon work; all 
group work. 

Rhythmical activities 






6. 


Satisfying dominant 
desire for hunting 

activities. 


6. 


Hunting activities. 






To afford the means for: 
, 1. Further developing 
powers of organi- 
zation. 


1. 


Athletic games. 


12-14 


7 
8 


2. 


Expressing individual 
prowess. 


2. 


Self-testing activities 
and individual 
athletic events. 






3. 


Attaining standards 
of skill and endur- 


3. 


Decathlon events. 






4. 
5. 


ance. 

Directing the fight- 
ing desire. 

Further developing 
the rhythmical 
sense. 


4. 
5. 


Combative activities. 

Rhythmical activi- 
ties. 



Note 1 : Beginning with the 10-11 age period, provision should be made for 

Note 2 : Continue the development of rhythmic and dramatic expression 

gested activities : Little Bo-Peep, Children Playing in the Meadow, Morning, 



PHYSICAL EDUCATION 339 



physical, mental, and social development and adjustment, thru participation 
physical activities. 



Specific Activities 



1. Grade 5 ] Baseball, Basketball, Soccer, and Swim- 

s' ming. 
Grade 6 J Mimetic Exercises. 

2. Grades 5 and 6 — Girls: Volley ball serve, 40 yd. 

dash, Baseball throw, Baseball batting for accuracy, 
sit-up, jump and reach, Basketball pass for accu- 
racy and BB throw for goal. 

Boys: Pull-up, Soccer kick for goal, Basketball 
throw for distance, Baseball throw for strike, push- 
up, sit-up, 60 yd. dash, running broad jump. 

3. Grade 5 — Newcomb, Long Ball, Volley Ball, Base- 

ball, Bat Ball. 
Grade 6 — Baseball, Captain Ball, Soccer, Hand 
Ball, Relays. 

4. Grades 5 and 6 — Decathlon events given above 

in No. 2. 

5. Grade 5 — Girls : Vineyard Dance, Hop Mor 

Annika; Boys: Seven Jumps, Oxdansen. Couple: 
Crested Hen. 
Grade 6 — Girls: Ace of Diamonds, Bleking, Tan- 
toU; Boys: Jumping Jack, Hussar. Couple: 
Sellenger's Round. 

6. Grade 5 — Ball Stand, Poison Snake, Three Deep. 
Grade 6 — Dodge Ball, Duck on the Rock, Bound 

Ball, Bombardment, Prisoner's Base. 



1. Grade 7 — Girls: Baseball, Volley Ball, Captain 

Ball, Bat Ball; Boys: Baseball, Soccer, Volley 
Ball, Captain Ball, Bat Ball. 
Grade 8 — Girls : Baseball, 9 Court Basketball, 
Volley Ball, Captain Ball, Bat Ball, Hand Ball; 
Boys: Baseball, Bat Ball, Basketball, Soccer, 
Volley Ball, Football, Hand Ball, Captain Ball. 

2. Grades 7 and 8 — Girls: Horizontal bar, Buck. 

Horse, Ladders, Rings, Pyramids; Boys: Ap- 
paratus — same as girls. Pyramids — head 
spring, shoulder spring, jumping, wheelbarrow. 

3. Grades 7 and 8 — Same as Grade 5 with higher 

standards. 

4. Grades 7 and 8 — Boys: Boxing, wrestling, cock 

fight. 

5. Grade 7 — Girls: Highland Schottische, Swedish 

Schottische; Boys: Flamborough Sword Dance, 
Sailors' Hornpipe. Couple: Rufty-Tufty. 
Grade 8 — Girls: Highland Fling; Boys: Ka- 
marinskaia: Boys and Girls: Irish Jig, Gathering 
Peascods, Black Nag. 



swimming and club organizations for outing, scouting, and camping activities, 
after the 7-9 period, if the teacher is qualified to lead the activities. Sug- 
Pied Piper. 



340 MINIMUM COURSE OF STUDY 

Bibliography 
Athletic Activities. 

Bancroft — Games for Playground, Home, School and Gymnasium; 

The Macmillan Company. 
California State Board of Education (P. E. Dept.) — Manual 

in Physical Education. 

Decathlon Scoring Charts. (State Printing Office.) 
Reilly, Fred — New Rational A thletics for Boys and Girls; D. C 

Heath and Company. 
Spalding — Athletic Library: Official Rules. 

Rhythmic Activities: 

Burchenal — Folk Dances and Singing Games. 

Dances of the People; G. Schirmer and Company. 
Crampton — First and Second Folk Dance Book; A. S. Barnes Com- 
pany. 
Sharpe, Cecil — Country Dances; H. W. Gray Company. 

Dramatic Activities: 

Clark, Lydia — Physical Training for the Elementary Grades; Ben- 
jamin Sanborn Company. 

Crawford, Caroline — Dramatic Games and Dances; A. S. Barnes 
Company. 

Moses, Irene — Rhythmical Action Plays and Dances; Milton 
Bradley. 

Hunting Activities : 

Bancroft — Games for Playground, Home, School and Gymnasium; 
The Macmillan Company. 

Posture Training: 

Bancroft — Posture of School Children; The Macmillan Company. 

Combative Activities : 
Pearl and Brown — Health by Stunts; The Macmillan Company. 

Self -Testing Activities: 
Pearl and Brown — Health by Stunts; The Macmillan Company. 
Spalding — Athletic Library. 



READING AND LITERATURE 

Aims in Reading 

The following brief statements of the purpose of reading in 
the curriculum were agreed upon: 

Reading furnishes a tool; it becomes a means for continued 
intellectual and spiritual growth; it is a socializing agent; it 
provides a means for the enjoyment of leisure. 

Reading is a tool : 

Reading is a practical necessity. The reader examines 
street car signs, advertisements, time tables, menus, etc., and 
becomes self-reliant. Illiterates, however, depend upon 
the spoken word. Personal safety depends upon reading. 
It supplies the means for satisfying the material needs of 
human society. It enables readers in all grades of the social 
scale to gain information for practical guidance. Every 
vocation has basic principles and fundamental processes? 
together with constantly changing aspects due to progress 
which are treated in a literature wholly its own. 

Reading, continued, becomes a means of intellectual and 
spiritual growth : 

Reading may develop into a means for intellectual and 
spiritual growth because of the inspirational and energizing 
power of literature. Contact with the great intellects and 
souls of all ages can be experienced only through reading. 
Such contact stimulates growth. 

Reading is a socializing agent: 

Reading broadens one's knowledge of the world, widens 
the sympathies, and makes man more tolerant of the customs 

341 



342 MINIMUM COURSE OF STUDY 

of others. As it enables man to break through the wall of 
environment, so it enables him, through the knowledge of 
the lives of other men, other times, and other countries, to 
make for himself a standard of good citizenship and to make 
of himself a useful member of society. 

Reading provides a means for the enjoyment of leisure : 

The tendency to shorten the hours of labor makes the 
problem of the use of leisure an increasingly important one. 
Reading offers one of the best means of solving this problem. 

Minimum Essentials 

By "minimum essentials" is meant those habits and skills 
that every child should possess by the time he leaves the 
eighth grade, namely: 

Mastery of the mechanics of reading. 
Ability to read thought into the printed page. 
Correct habit in oral and silent reading. 
An established library habit. 
The appreciation and love of good literature. 

Mastery of the mechanics of reading: 

The mastery of the mechanics of reading includes the fol- 
lowing: 1. Ear training; 2. Lip training; 3. Eye training. 

1. Ear training strives through well-planned exercises 
to awaken a keen auditory perception, and gives the teacher 
opportunity to discover and remedy speech peculiarities. 
Ear training also has to do with developing the quality 
and beauty of the child's speaking voice. This training 
is partly unconscious and comes through imitation. Hence 
the teacher's speaking voice is an important factor. 

2. Lip training, or enunciation, involves the coordi- 
nation of the organs of speech, correct breathing, and 
accurate pronunciations. 



READING AND LITERATURE 343 

3. Eye training concerns itself with recognition of 
printed symbols of spoken words; the ability to analyze 
words into their phonetic elements, which functions later 
in discovering the pronunciation of new words; gaining 
ability to move eyes accurately and rapidly from left to 
right and to move from the right end of one line to the 
left end of the line below; and the rapid visualization of 
two or more words in a single eye movement, which helps 
to establish a rapid rate in reading. 

Ability to read thought into the printed page : 

The printed page is an assemblage of static symbols, living 
only when one is able to read thought into them, and they in 
turn stimulating the reader's own contribution to the printed 
page. It, therefore, varies according to the experience of the 
personnel of the group. The teacher must deepen and in- 
tensify these experiences through varied excursions, pictures, 
personal reminiscences, or the study of correlative material 
and projects, thereby providing a rich motivation and creat- 
ing a need in the child for the particular bit of literature to 
be presented. It is only after such preparation that the 
teacher has the right to expect the pupil to read thought 
into the printed page. 

Correct habit in oral and silent reading: 

Correct habit in silent reading involves power of compre- 
hension and the elimination of such articulatory muscular 
reaction as would reduce the speed of the reading process. 
This elimination tends to quicken eye movement and so 
results in more rapid visualization of the printed page. 
Correct habit in oral reading is measured by the reader's 
power of comprehension, the ability to express appreciation 
of the thought and beauty of language through the channels 
of distinct speech, well modulated voice, and correct tempo. 



344 MINIMUM COURSE OF STUDY 

An established library habit : 

The library should be the working laboratory for people in 
all walks of life. The schoolroom is the place where the 
library habit should be motivated and fostered. This can 
be given an impetus through the use of the browsing table, 
home reading, and an established library period. As soon as 
expedient, the child should be made responsible for a certain 
definite project, involving library work; he should bring to 
the class the result of his investigation. With this motive, 
he will gain a knowledge of the value of the library and how 
to use the library tools, such as the card catalogue, indexes, 
book arrangements, etc. 

The appreciation and love of good literature : 

The appreciation and love of good literature are among the 
highest achievements in the unfoldment of the child. "With 
this aim accomplished, no matter how unsystematic and 
eccentric his schooling may have been, his education is not a 
failure." We can rest assured that this intangible spiritual 
fabric which has woven itself into the child nature, will 
ultimately express itself in high ideals of life and continued 
association with his great literary heritage. This essential 
can seldom be realized unless children have been associated 
with parents and teachers who have love and appreciation 
of good literature, and who have also the ability to inspire 
the children with that same love. 

Phonetics 

The value of phonetics: 

1. The auditory perception is made more sensitive to correct 

sound. 

2. Enunciation is improved through more accurate co- 

ordination of the organs of speech. 



READING AND LITERATURE 345 

3. The child becomes more alert and independent in the 

power to master new words. 

4. The dictionary habit is established. 

5. Mispronunciation is materially reduced. 

6. It aids in the spelling of phonetic words. 

A stated period should be devoted to interesting, purposeful 
drill in ear training, flexibility of the organs of speech, and 
accurate, clean-cut pronunciation. 

The enunciation of pupils should be carefully observed in all 
class exercises and inaccuracies made the bases of speech drills. 

The formal work in phonetics is not begun until the children 
have mastered a reading vocabulary of eighty to one hundred 
sight words, developed from children's experiences, sentences, 
and story units. 

The selection of the phonograms in the first and second 
grades is based upon the state texts and other primary 
readers found in the lists which follow, under the caption 
"Readers to be used with the State Text." Only those 
phonetic facts that function frequently in the reading are 
given in the following lists. 

First Grade : 

Simple phonograms: b, c, d, f, g, h, j, k, I, m, n, p, r, s, t, w, y. 
Blends: qu, bl, br, ft, fl, sp, cl. 
Consonantal digraphs: sh, th, ch, wh. 
Compound phonograms: an, at, ing, all, ay, en, et, est, ell } 
eat, er, ill, ight, old, oak, ow, or. 

Second Grade: 

Review all the phonograms of the first grade. 
Simple phonograms: x, y, z. 

Blends: cr, dr, gr, se, sm, sn, sp, st, str, si, spr, spl, etc. 
Compound phonograms: ack, and, ank, atch, aid, ark, ash, 
eat, eep, in, ish, ock, ong, oak, ound, ut, ump. 



346 MIMIMUM COURSE OF STUDY 

Teach the influence of final e as in rat-rate, not-note, sit- 
site, fir-fire. 

Suffixes: The following should be added to monosyllables 
when no change is made in the primitive word: s, ing, ly, es, 
est, ish, less, and full. 

Speech drills should be continued. (See bibliography for 
references on drill material.) 

Third Grade: 

Review all phonetic facts presented in the first and second 
grades. 

Compound phonograms: amp, ang, ast, air, ace, are, ance, 
ind, ift, ire, oat, oy, oil, ouse. 

Diphthongs: oi, ou, ow, oy. 

Vowel digraphs: ai, ay, ey, ea, ee, ie, igh, oa, oo. 

Prefixes: un. 

Suffixes: ed (as a separate syllable, as in added), est, ness, 
ly, ing. 

Sight word forms : Hon, as in action. 

Children should know the alphabet in order, as a pre- 
liminary to the dictionary drill in the fourth grade. 

Diacritical markings: (A Third Grade) Short vowel 
sounds (the breve): a, e, %, 6, u. 

Long vowel sounds (the macron) : a, e, %, o, u. 
Circumflex: e, as in there. 
Diaeresis: a, as in arm; a, as in awl. 
Hard : ■€, as in -eat. 
Cedilla: g, as in city. 

Fourth Grade: 

Review the work of the previous grades. 

Sight word forms: sion, as in tension; cian, as in magician; 
cious, as in precious; cial, as in racial; tial, as in initial; tient, 
as in patient; ous, as in generous. 



READING AND LITERATURE 347 

Consonantal digraphs: ch, as in church; ch, as in echo- 
th, as in bath, baths; gn, as in gnaw; wr, as in write; ph, as in 
photograph; kn, as in knife. 

Suffixes: Add ed after a monosyllable ending with a con- 
sonant, as in added; ed, as in placed; ed, as in reviewed; add 
ing after dropping the final e as in pacing; add es after a 
monosyllable, as in beaches; add es when a syllable is not 
added, as in echoes. 

Teach the meaning of certain suffixes frequently used in 
this grade; e.g., ish, full, less, ly, like. 

Drill in word building, beginning with a monosyllable; 
e.g., build, builds, builder, building. 

Dictionary drill: See references for method of procedure. 

Short, snappy, daily exercises emphasizing accurate co- 
ordination of the organs of speech. See references for attrac- 
tive alliterations. 

Diacritical markings of consonants: 

Macron — -e, as in -eat. 

Macron — g (hard g) , as in go. 

Cedilla — g, as in city. 

Diaeresis — g (soft g) , as in George. 

Suspended bar — s, as in eggs. 

Suspended bar — x, as in example, exalt. 

Diacritical markings of vowels (Review all vowel markings 
taught in the third grade) : 

Semi-diaeresis — a, as in dance, prance, chance. 

Diaeresis — a, as in arm, harm. 

Breve — a, as in at; e, as in get; i, as in It; 6, as in not; 

it, as in but. 
Circumflex — e, as in there; 6, as in 6rb; u, as in burn. 
Tilde — e, as in fern. 
Tilde — i, as in firm. 



348 MINIMUM COURSE OF STUDY 

Tilde — b, as in worm. 
Tilde — y, as in myrtle, 
i, as in machine, police, 
o, as in wolf, 
u, as in bull. 
o, as in prove, 
u, as in rude, 
oo, as in moon, 
oo, as in book. 

(See guide to pronunciation: Webster's New International 
Dictionary and other references given in bibliography.) 

Fifth Grade: 

The phonetics given in the fifth grade should be left to the 
discretion of the teacher. The child's inability to help 
himself in recognizing words will determine what phase of 
phonetics should be presented. This outline will serve only 
as a guide to teachers above the fourth grade. 

Continued work should be given in the rapid and accurate 
use of the dictionary. (See library method.) 

Drills in enunciation and correct pronunciation should be 
continued through the middle and upper grades. 

First Grade 
Aims in Reading: 

1. Create a desire to learn to read. 

2. Develop the ability to grasp the content of the page and 

to demonstrate an understanding of that content. 

3. Teach sight words and develop power to recognize new 

words independently through varied reading experi- 
ence. 

4. Eliminate inaccuracies of speech, including pronuncia- 

tion, enunciation, and individual peculiarities. 



READING AND LITERATURE 349 

Readers to be used with the State Text — Free and Tread- 
well Primer and First Reader: 

Everyday Classics, Primer and First Reader. . Baker and Thorndike 

New Barnes' Primer M. Robbins and Others 

New Barnes' First Reader M. Robbins and Others 

Browne Primer R. W. Browne 

Browne First Reader R. W. Browne 

Story Hour Primer Coe and Christie 

Story Hour First Reader Coe and Christie 

Folk Lore Primer Grover 

Folk Lore First Reader Grover 

Elson Runkel Primer (revised edition) Elson and Runkel 

Elson Runkel First Reader (revised edition) .... Elson and Runkel 

Progressive Road to Reading Burchill and Others 

Winston Primer Firman and Maltby 

Winston First Reader Firman and Maltby 

Primer Young and Field 

First Reader Young and Field 

Recreational Reading : 

Clean Peter Adelborg 

Little Black Sambo : Bannerman 

Johnny Crow's Garden Brook 

Hey Diddle, Diddle Picture Book Caldecott 

Brownie Book Cox 

Buckle My Shoe Picture Book Crane 

Cinderella Picture Book Crane 

This Little Pig's Picture Book Crane 

Indian Child Life Deming 

Book of Cheerful Cats Francis 

Sunbonnet Babies Grover 

Our Old Nursery Rhymes Le Mair 

Little Songs of Long Ago Le Mair 

Four and Twenty Toilers Lucas 

Chicken World Smith 

Farm Book Smith 

Language First Reader Baker and Carpenter 

First Reader Baldwin and Bender 

Polly and Dolly Blaisdell 

The Little Red Hen Byron 



350 MINIMUM COURSE OF STUDY 

Busy Brownies .Davidson and Bryce 

Art Literature, First Reader , Grover 

First Reader Holton-Curry 

Hiawatha's Alphabet Holbrook 

The Tale of Peter Rabbit Beatrice Potter 

Work-a-day Doings Serle 

Work-a-day Doings on the Farm Serle 

Work-a-day Doings in Fable Land Serle 

Nursery Rhymes Welsh 

Poems for the First Grade : 

There are Many Flags (Memory Selections) Anon. 

The Sweet Red Rose (Songs of Tree Top and Meadow) Anon. 

Sleep, Baby, Sleep (Memory Selections) Anon. 

The Dandelion (Memory Selections) Anon. 

The Twenty-third Psalm Bible 

In the Heart of a Seed Kate Louise Brown 

(Approved Selections for Reading, Vol. I) 
Dewdrops Mary F. Butts 

(Approved Selections for Reading, Vol. I) 

Hiawatha Selections (Tree Top and Meadow) Longfellow 

Hang up the Baby's Stocking E. H. Miller 

(Songs of Tree Top and Meadow) 
Little Bo-Peep (Illustrated by Jessie Wilcox Smith) . . Mother Goose 
•Little Boy Blue (Illustrated by Jessie Wilcox Smith) . Mother Goose 
Hey Diddle Diddle Mother Goose 

(Illustrated by Jessie Wilcox Smith) 
Little Jack Horner Mother Goose 

(Illustrated by Jessie Wilcox Smith) 
Jack and Jill (Illustrated by Jessie Wilcox Smith) . . Mother Goose 
Simple Simon (Illustrated by Jessie Wilcox Smith) . Mother Goose 
Sing a Song of Sixpence Mother Goose 

(Illustrated by Jessie Wilcox Smith) 

Boats Sail on the River C. Rossetti 

Daisies (Songs of Tree Top and Meadow) F. D. Sherman 

Three Happy Thoughts .R. L. Stevenson 

(Songs of Tree Top and Meadow) 

The Cow (Child's Garden of Verses) .R. L. Stevenson 

My Shadow (Child's Garden of Verses) R. L. Stevenson 

The Swing (Child's Garden of Verses) .R. L. Stevenson 



READING AND LITERATURE 351 

The Wind (Child's Garden of Verses) R. L. Stevenson 

Twinkle, Twinkle, Little Star Jane Taylor 

(Songs of Tree Top and Meadow) 

What Does Little Birdie Say? (Posy Ring) Tennyson 

Why Do Bells for Christmas Ring? (Posy Ring) . . Lydia A. C. Ward 

Stories for the First Grade : 

One story a month to be reproduced and dramatized. 
Each child to be responsible for two stories at the end of 
the year. 

Stories marked "D" are good for dramatization. 

The Dove and the Ant iEsop's Fables 

The Lion and the Mouse iEsop's Fables 

The Discontented Pine Tree 

Andersen's Fairy Tales or Old Time Stories Retold 

The Story of Christmas Bible or Story Hour 

D The Three Billy Goats Gruff . . . East o' the Sun and West o' the Moon 

D The Shoemaker and the Elves Fables and Folk Stories 

D The Traveling Musicians of Bremen .... Fables and Folk Stories 
D Another Little Red Hen or the Red Hen and the Fox 

First Book of Stories for the Story-Teller 

Henny Penny (Chicken Little) 

First Book of Stories for the Story-Teller 

The Fisherman and His Wife Household Tales 

D The Pig Brother How to Tell Stories to Children 

D Little Black Sambo Little Black Sambo 

The Little Gray Pony Mother Stories 

D Red Riding Hood Old Time Stories Retold 

Childhood of Moses or How Moses Was Saved 

Stories to Tell Children 

Epaminondas and His Auntie Stories to Tell Children 

Medio Pollito or Half Chick Stories to Tell Children 

The Old Woman and Her Pig Stories to TeU Children 

D The Three Bears Stories to Tell Children 

D The Three Little Pigs Stories to Tell Children 

Piccola Story Hour 

The Kitten that Wanted to Be a Christmas Present 

Tell It Again Stories 

How Patty Gave Thanks '. The Child's World 



352 MINIMUM COURSE OF STUDY 

Second Grade 
Aims in Reading: 

1. Establish the habit of searching for the content in both 

oral and silent reading. 

2. Enlarge the vocabulary by use of phonetics, sight words, 

and extensive reading. 

3. Lengthen the span of the eye sweep, to facilitate the 

recognition of larger units. 

4. Emphasize correct pronunciation and accurate enunci- 

ation. 

Readers to be used with the State Text — Free and Tread- 
well Second Reader: 

Everyday Classics, Second Reader Baker and Thorndike 

Art Literature, Second Reader F. E. Chutler 

Story Hour, Second Reader Coe and Christie 

First Reader (B Second Grade) Elson and Runkel 

Beacon First Reader (B Second Grade) J. H. Tassett 

First Reader (B Second Grade) Parmly 

Progressive Road to Reading, Book I (B Second Grade) 

Burchill and Others 
Progressive Road to Reading, Book II (A Second Grade) 

Burchill and Others 
Second Reader Young and Field 

Recreational Reading: 

The Fairy Reader Baldwin 

The Second Fairy Reader Baldwin 

Boy Blue and His Friends Blaisdell 

The Golden Goose Brookq^ 

The Three Bears Brooke 

The Three Pigs ' Brooke 

Tom Thumb Brooke 

That's Why Stories Bryce 

Fables from Afar Bryce 

The Fairy Reader Baldwin 

The Second Fairy Reader Baldwin 

Russian Picture Tales Carrick 



READING AND LITERATURE 353 

The Tree Dwellers Dopp 

Overall Boys Grover 

Banbury Cross Stories Howard 

Cock, the Mouse, and the Little Red Hen Le Febre 

Hunting and Fishing Mott and Button 

Squirrel Nutkin Potter 

Tales of Benjamin Bunny Potter 

In the Animal World Serle 

Nursery Tales from Many Lands Skinner 

Little Dramas for Primary Grades Skinner and Lawrence 

Eskimo Stories Smith 

Stories for the Second Grade: 

An average of one story a month for reproduction and 
dramatization. At the end of the year each child should be 
able to tell three stories of those presented. 

Stories marked "D" are suitable for dramatization. 

D The Boy and the Wolf .Esop's Fables 

The Dog in the Manger iEsop's Fables 

The Dog and His Shadow iEsop's Fables 

The Fox and the Grapes iEsop's Fables 

The Steadfast Tin Soldier Andersen's Fairy Tales 

Daniel in the Lion's Den Bible 

Lambikin Firelight Stories 

D Hansel and Gretel Folk Stories and Fables 

Story of the Selfish Woodpecker For the Story Teller 

Why the Evergreen Trees Never Lose Their Leaves 

Folk Stories and Fables 
The Adventures of a Little Field Mouse 

How to Tell Stories to Children 

D The Honest Woodman In the Child's World 

The Crane Express In the Child's World 

Clytie In the Child's World 

Cilligren or Sing-a-Song o' Sixpence Mother Goose in Prose 

The little Gray Pony Mother Stories 

The Story of the First Woodpecker Nature Myths 

D How Fire was Brought to the Indians Nature Myths 

D Brer Rabbit and the Tar Baby Nights with Uncle Remus 

D The Story of Epaminondas Stories to Tell the Children 



354 MINIMUM COURSE OF STUDY 

How the Robin's Breast Became Red Story Telling 

Story of Christmas Story Hour 

Poems for the Second Grade : 

Forget-me-not (Nature in Verse) Anon. 

One Mother the Wide World Over (Golden Numbers) Anon. 

Gaelic Lullaby (The Children's First Book of Poetry) Anon. 

The Secret (Songs of Tree Top and Meadow) Anon. 

The Elfman (Posy Ring) John K. Bangs 

Twenty-third Psalm Bible 

Three Little Bugs (Poems by Grades-Gilbert and Harris) .Alice Cary 
Don't Give Up Alice Cary 

(Approved Selections for Reading, Vol. II) 

Thanksgiving Day (Posy Ring) L. M. Child 

A Child's Prayer (Posy Ring) M. B. Edwards 

A Thanksgiving Fable (Posy Ring) Oliver Herford 

A Christmas Carol J. G. Holland 

(Golden Numbers — Wiggin and Smith) 

Good Night (Selected Memory Gems) Victor Hugo 

The Baby (Songs of Tree Top and Meadow) Macdonald 

Who Has Seen the Wind? C. Rossetti 

(Approved Selections for Reading, Vol. I) 

A Real Santa Claus (Little Folks Lyrics) F. D. Sherman 

Bed in Summer (Children's First Book of Poetry) . R. L. Stevenson 
Sweet and Low Tennyson 

(Approved Selections for Reading, Vol. I) 

Third Grade 
Aims in Reading: (See aims of preceding grades.) 

1. Inspire a love of the beautiful in prose and poetry. 

2. Stimulate recreational reading. 

3. Increase the fluency in oral reading through a broader 

knowledge of the mechanics of reading. 

Readers to be used with the State Text — Holton-Curry 

Third Reader : 

Everyday Classics, Third Reader Baker and Thorndike 

Progressive Road to Reading, Introductory Book III 

(A Third Grade) Burchill and Others 



READING AND LITERATURE 355 

Story Hour Third Reader (A Third Grade) Coe and Christie 

Second Reader (B Third Grade) Elson and Runkel 

Reading Literature Third Reader (A Third Grade) 

Free and Treadwell 
New American Readers, Book IV (B Third Grade) 

Horn, Shurter and Baugh 
New American Readers, Book III (A Third Grade) 

Horn, Shurter and Baugh 

Wide Awake Third Reader (A Third Grade) Murray 

Third Reader (B Third Grade) Parmly 

Dutch Twins (A Third Grade) Perkins 

In the Animal World Serle 

Dramatic Stories for Reading and Acting Skinner 

Riverside Second Reader (B Third Grade) 

Van Sickle and Seegmiller 
Third Reader (A Third Grade) Young and Field 

Recreational Reading: 

iEsop's Fables iEsop 

Robinson Crusoe Baldwin 

Robert Louis Stevenson Reader Bryce 

Around the World with the Children Carpenter 

Child Life in Many Lands Chance 

Little Folks of Many Lands Chance 

In the Reign of the Coyote Chandler 

Children of the Wigwam Chase 

Clematis Cobb 

Nature Myths Cook 

Adventures of a Brownie Craik 

Early Cave Men Dopp 

Later Cave Men Dopp 

In Field and Pasture Dutton 

Indian Primer Fox 

Nature Myths Holbrook 

About Harriet Hunt 

Grimm's Household Fairy Tales ed. by Jacobs 

The Blue Fairy Book Lang 

A Story Garden for Little Children Lindsay 

(To be read by the teacher) 
Peter and Polly in Spring Lucia 



356 MINIMUM COURSE OF STUDY 

Tales of Mother Goose (1696) Perrault 

The Esquimo Twins Perkins 

Five Little Strangers Schwartz 

Fables and Folk Stories Scudder 

Four Wonders . Shillig 

Old Time Stories Retold Smythe 

Reynard the Fox Smythe 

East o' the Sun and West o' the Moon G. Thorne-Thomsen 

Mewanee Wiley 

When Molly Was Six White 

Japanese Fairy Tales Williston 

Myths of the Red Children Wilson 

Poems for the Third Grade: 

Mar'jorie's Almanac (Posy Ring) T. B. Aldrich 

All Things Bright and Beautiful (Posy Ring) C. F. Alexander 

The One Hundredth Psalm Bible 

The Fairy Folk (Posy Ring) Robert Bird 

Everywhere Christmas Phillips Brooks 

(Christmas Songs and Easter Carols) 

One, Two, Three (Posy Ring) H. C. Bunner 

Suppose Phoebe Cary 

(Approved Selections for Reading, Vol. I) 
Father, We Thank Thee R. W. Emerson 

(Selected Memory Gems — Wilson) 

The Night Wind (Love Songs of Childhood) Eugene Field 

The Rockaby Lady (Love Songs of Childhood) .... Eugene Field 
The Sugar Plum Tree (Love Songs of Childhood) . . Eugene Field 
Wynken, Blynken and Nod Eugene Field 

(Love Songs of Childhood) 

Rockaby Lullaby (Posy Ring) J. G. Holland 

Seven Times One (Posy Ring) Jean Ingelow 

Discontent (Posy Ring) Sarah Jewett 

little Brown Hands (Selected Memory Gems) M. H. Krout 

The Merry Brown Thrush Lucy Larcom 

(Selected Memory Gems) 

Children's Hour Longfellow 

The Blue Bird (Posy Ring) Maeterlinck 

A Visit from St. Nicholas (Posy Ring) C. C. Moore 

The Flag Arthur Macy 



READING AND LITERATURE 357 

The Indian Mother's Lullaby Charles Myall 

(Songs of Tree Top and Meadow) 

Baby Seed Song (Posy Ring) E. Nesbit 

Lady Birds . Alfred Noyes 

Vacation Song (Child World) F. D. Sherman 

Foreign Lands (Child's Garden of Verses) R. L. Stevenson 

The Lad of Story Book R. L. Stevenson 

(Child's Garden of Verses) 

Stories for the Third Grade: 

An average of one story a month for reproduction and 
dramatization is the maximum requirement. 

At the end of the year each child should be able to tell 
freely three of the stories presented. 

The Cat, the Monkey and the Chestnuts iEsop's Fables 

Knights of the Silver Shield Raymond Alden 

Fairy Tales Andersen 

Five Peas in a Pod Andersen's Fairy Tales 

David and Goliath Bible and the Garden of Eden 

Joseph and His Brothers Bible and the Garden of Eden 

Snow White and Rose Red Fairy Tales Children Love 

Dick Whittington and His Cat Fifty Famous Stories 

King Alfred and the Cakes Fifty Famous Stories 

The Bel of Atri Fifty Famous Stories 

How Cedric Became a Knight In Story Land 

How the Camel got His Hump Just So Stories 

The Elephant's Child Just So Stories 

Why the Chimes Rang Knights of the Silver Shield 

How Flax was Given to Men Nature Myths 

Arachne Old Greek Stories 

Thor's Hammer Lost and Found Old Time Stories Retold 

Where the Christmas Tree Grew. .St. Nicholas Christmas Book 

Firefly Stories of Humble Friends 

The Talkative Tortoise Stories to Tell to Children 

The Brahmin and the Tiger Stories to Tell to Children 

The Burning of the Rice Fields Stories to Tell to Children 

The Little Jackal and the Alligator Stories to Tell to Children 

The First Thanksgiving Story Hour 

Baucis and Philemon Wonder Book 



358 MINIMUM COURSE OF STUDY 

Reference Books for Teachers in the First, Second, and 
Third Grades: 

Knights of the Silver Shield Raymond Alden 

Fairy Tales Hans Andersen 

For the Children's Hour Carolyn S. Bailey 

Stories to Tell to Children Sara Cone Bryant 

How to Tell Stories to Children Sara Cone Bryant 

Fifty Famous Stories James Baldwin 

Old Greek Stories James Baldwin 

The Eugene Field Book Mary E. Burt 

Poems Every Child Should Know Mary E. Burt 

Education through Story Telling Katherine D. Cather 

(See bibliography of stories by grades) 

First Book of Stories for the Story-Teller Coe 

Children's Literature Curry and Clippinger 

Popular Tales from the North Dasent 

Story of the Bible Charles Foster 

Household Tales Grimm 

Nights with Uncle Remus J. C. Harris 

Wonder Book Hawthorne 

The Garden of Eden Hodges 

The Qastle of Zion Hodges 

Nature Myths Holbrook 

Nature Myths of Many Lands Holbrook 

Round the Year in Myth and Song Holbrook 

English Fairy Tales Jacobs 

Classic Myths Judd 

Just So Stories Kipling 

A Study of Fairy Tales Katherine Kready 

Mother Stories Maud Lindsay 

Story Telling Maud Lyman 

Fairy Tales Every Child Should Know Mabie 

Songs of Tree Top and Meadow McMurry 

Bible Stories to Read and Tell Olcott 

Stories of Humble Friends K. Pyle 

A Book of Famous Verse Agnes Repplier 

Fables and Folk Stories Scudder 

Little Folks Lyrics D. Sherman 

Mother Goose Jessie W. Smith 

Old Time Stories Retold Smythe 



READING AND LITERATURE 359 

Child's Garden of Verses Stevenson 

jEsop's Fables J. H. Stickney 

Folk Stories and Fables Tappan 

East o' the Sun and West o' the Moon Thome-Thomsen 

Graded Memory Selections Waterman 

Fairy Tales Children Love Welsh 

Selected Memory Gems W. A. Wilson 

Golden Numbers Wiggin and Smith 

Posy Ring Wiggin and Smith 

Pinafore Palace Wiggin and Smith 

Fourth Grade 
Aims in Reading: (See aims of preceding grades.) 

1. Bring the fluency of oral reading to its maximum in this 

grade. 

2. Develop an emotional response to the beauty of liter- 

ature through oral reading. 

3. Establish the reference reading habit through motivated 

reading problems in connection with other subjects. 

4. Determine quantitative rate standards for various types 

of oral and silent reading material. 

5. Teach the use of the dictionary. 

California State Series, Progressive Road to Reading — 
Fourth Reader 

A Fourth Grade 

I. Selections for intensive reading: None. 
II. Selections for oral reading by the children: Page 

The Boy Who Could Not Tell a Lie 9 

The Chinese Nightingale 24 

The Two Bottles 43 

The Fir Tree 51 

Pandora's Box 77 

Pluto and Proserpina 91 

Alladin.. 121 

The Caliph Stork 192 



360 MINIMUM COURSE OF STUDY 

Page 

How Little Cedric Became a Knight 222 

Roland 243 

The Charcoal Burner 276 

Woo of Hwangho 301 

Anselm and the Lizard 330 

III. Selections for rapid silent reading by the children: 

The Boy Who Hated Trees 152 

Music Loving Bears 217 

Learning by Observing 317 

Sunfish 323 

IV. Selections to he memorized: 

Great Wide World 23 

Orpheus with His Lute 220 

Flower in the Crannied Wall (Use in Fifth Grade) 322 

V. Selections to be read by the teacher to the children: 

The Wise Fairy 49 

A Dickens Children's Party 70 

The Sea 120 

Woodman, Spare that Tree 150 

The Chameleon 215 

Llewellyn and His Dog 325 

Material Supplementary to the State Text : 

Everyday Classics, Fourth Reader Baker and Thorndike 

(B Fourth Grade) 

Fifty Famous Stories Baldwin 

Peter Pan (Silver, Burdett & Co.) Barrie 

Progressive Road to Reading, New Book IV Burchill 

(A Fourth Grade) 

Wigwam Stories Judd 

The Silent Readers, Book III Lewis and Rowland 

(A Fourth Grade) 

Louisa Alcott Readers (Little, Brown & Co.) Louisa Alcott 

The Bluebird (Silver, Burdett & Co.) Maeterlinck 

In the Animal World Serle 

Docas, the Indian Boy Snedden 

Riverside Reader, Book III Van Sickle and Seegmiller 

(B Fourth Grade) 



READING AND LITERATURE 361 

Poems for the Fourth Grade: 

*The Flag Goes By (Days and Deeds) H. B. Bennett 

*Pippa's Song (Selected Memory Gems) Browning 

*The Gladness of Nature (Home Book of Verse) Bryant 

*Robert of Lincoln (Home Book of Verse) Bryant 

*The Boy's Song (Approved Selections for Reading) Hogg 

*The Children's Hour Longfellow 

(Prose and Poetry for Young People) 
*The Three Kings Longfellow 

(Prose and Poetry for Young People) 

* April Rain (Home Book of Verse) R. Loveman 

May (Little Folks Lyrics) F. D. Sherman 

*The Sandpiper (Selected Memory Gems) Thaxter 

Recreational Reading: 

Fairy Tales from the Far North Ashjorsen 

. Children's Fairy Land Aulnoy 

Jataka Tales E. C. Babbitt 

Granny's Wonderful Chair and the Tales It Told Browne 

In the Days of Giants Brown 

Lonsomest Doll Brown 

Burgess Bird Book Burgess 

Little Lame Prince (Page edition) Craik 

The Monkey That Would Not Kill Drummond 

Wigwam Evenings Eastman 

Broom Fairies Gates 

Mopsa, the Fairy Ingelow 

iEsop's Fables (Macmillan edition) Jacobs 

English Fairy Tales Jacobs 

Jungle Book Kipling 

Just So Stories Kipling 

The Green Fairy Book Lang 

The Yellow Fairy Book Lang 

Princess and the Goblin McDonald 

Book of Elves and Fairies Olcott 

Arkansas Bear Paine 

The Japanese Twins Perkins 

Nancy Rutledge Pyle 

*Memorize. 



362 MINIMUM COURSE OF STUDY 

Bobtail Dixie (Educational Publishing Co.) Abbie Smith 

The Christmas Porringer Stein 

The Arrows Stoddard 

The Birch and the Star . . G. Thorne-Thomsen 

A Little Girl of Long Ago White 

Johnny Blossom Zwiegmeyer 

Fifth Grade 
Aims in Reading: (See aims of preceding grades.) 

1. Inspire a love of good literature through the study of 

longer selections. 

2. Direct the increasing recreational reading of the pupils. 

3. Increase the rate of silent reading and determine stan- 

dards. 

California State Series — Fifth Reader: 

I. Selections for intensive reading: None. 

II. Selections for oral reading by the children: p 

At Sea 20 

Four Leaf Clover 46 

An Apple Orchard in the Spring 72 

A Midsummer Night's Dream 73 

The Sandpiper (Use in Fourth Grade) 87 

Recessional (Use in Eighth Grade) 244 

Paulette and Her Gift 246 

The Yankee Boy 378 

The Homes of the People 385 

America for Me 389 

III. Selections for rapid silent reading by the children; and 
also to be read by the teacher to the children in her very best 
style: Page 

Arion and Dolphin 9 

Prospero and Miranda : 21 

Miraculous Pitcher 48 

The Good Man of Ballengeich. 95 



READING AND LITERATURE 363 

Page 

A Boy's Friendship , 103 

A Night Adventure during the Old French War 127 

Edith of Scotland 146 

The Soldier and the Panther 169 

The Young Painter . . . , 189 

Helena of Britain 210 

The Archery Contest 232 

A Brave Rescue and a Rough Ride 254 

The Convict and the Good Bishop 273 

IV. Selections to be memorized: 

Opportunity (A Fifth Grade) 164 

V. Selections to be read by the teacher to the children: 

Hunting Song 100 

The Song of the Western Men 101 

Sir Galahad 126 

Opportunity. , 164 

Rules of Behavior (Discuss) 165 

A New Leap 168 

The Child's Realm 315 

How a Cat Played Robinson Crusoe 316 

The Discovery of America 336 

Material Supplementary to the State Text: 

Jackanapes and Other Stories (A Fifth Grade) Ewing 

Free and Treadwell Reader (B Fifth Grade) . . Free and Treadwell 

Pinocchio in Africa (B Fifth Grade) Cherubini 

The Silent Readers, Book V Lewis and Rowland 

Hiawatha (complete) (A Fifth Grade) Longfellow 

Everyday Classics, Fifth Reader Baker and Thorndike 

Belgian Twins (B Fifth Grade) Perkins 

Wandering Heroes (A Fifth Grade) Lillian Price 

Nuremburg Stove (B Fifth Grade) de la Ramee 

Elson Runkel Reader, Book IV (B Fifth Grade) . . Elson and Runkel 

Lobo, Rag and Vixen (A Fifth Grade) Thompson Seton 

Children's Classics in Dramatic Form, Book IV. . . .A. Stevenson 

Fanciful Tales Stockton 

Riverside Fourth Reader Van Sickle and Seegmiller 

(B Fifth Grade) 



364 MINIMUM COURSE OF STUDY 

Poems for the Fifth Grade: 

*Be True (Home Book of Verse, Stevenson) H. Bonar 

*The Mountain and the Squirrel Emerson 

(Children's Hour, Vol. IX — Tappan) 
*Heaven Is Not Reached at a Single Bound J. G. Holland 

(from Gradatim) 

*Down to Sleep H. H. Jackson 

*A Farewell (Children's Hour, Vol. IX — Tappan)... C. Kingsley 
An Apple Orchard in the Spring William Martin 

(Holton-Curry Reader, Book IV) 
*The Fairy Song (Children's Hour, Vol. IX — Tappan) . . Shakespeare 
*To a Child Wordsworth 

(Children's Hour, Vol. IX — Tappan) 

Recreational Reading : 

Jack and Jill Alcott 

Under the Lilacs Alcott 

Cruise of the Ghost Alden 

Fairy Tales Andersen 

Juan and Juanita Baylor 

David Blaze and the Blue Door Benson 

Firelight Fairy Book Beston 

John of the Woods A. F. Brown 

Alice's Adventures in Wonderland Carroll 

Robinson Crusoe Defoe 

The Three Mulla-Mulgars Walter de la Mare 

Ben, the Battle Horse Dyer 

Wind in the Willows (For the unusual child) Grahame 

Peterkin Papers Hale 

Nelly's Silver Mine Jackson 

Toby's Tyler Kaler 

Water Babies C. Kingsley 

Wonderful Adventures of Nils Lagerlof 

Book of King Arthur Lanier 

The Blue Bird Maeterlinck 

Wonder Clock Pyle 

Little Jarvis Seawell 

Wild Animals I Have Known Thompson Seton 

*Memorize. 



READING AND LITERATURE 365 

Jolly Good Times Smith 

Jolly Good Times at School Smith 

Moni, The Goat Boy Spyri 

Gulliver's Travels Swift 

Old Ballads in Prose Tappan 

Magic Forest White 

Rebecca of Sunnybrook Farm Wiggin 

Sixth Grade 
Aims in Reading: (See aims of preceding grades.) 

1. Inspire a love and appreciation of good literature. 

2. Secure purposeful reading as a means of carrying on 

various activities. 

3. Bring the rate of silent reading to its maximum in 

this grade. 

California State Series — Sixth Reader : 

B Sixth Grade 
I. Selections for intensive reading: p 

The Argonauts (Use in A Sixth Grade) 17-63 

Horatius at the Bridge (Use in A Sixth Grade) 87-105 

The Pied Piper of Hamelin 139-149 

Siegfried and the Dragon 157-165 

Stories of King Arthur 186-195 

Inchcape Rock 196-198 

17. Selections for oral reading by the children following an 
assignment: Page 

A Story for Princes 84-86 

The Pilot 108-109 

The Cadi's Decision 113-118 

The Hope of Our Country 121-123 

A Good Practical Joke 136-138 

Tubal Cain 166-167 

Romance of the Swan's Nest 172-174 

Christmas at Bob Cratchit's 180-184 



366 MINIMUM COURSE OF STUDY 

III. Selections for silent reading in a limited time: p age 

Biography of Charles Kingsley 73-78 

The Farmer and the Fox 150-151 

A Wonderful City 168-171 

The Stone Cutter 199-201 

Two Surprises 201-202 

IV. Selections to be memorized: 

To a Little Girl 78 

Columbus 110-112 

Nobility 138 

The Eagle 179 

Christmas Bells 184 

The Man Worth While 198 

V. Selections to be read by the teacher to the children: 

Alice Brand 79-84 

The Battle of Blenheim. . 129-131 

Three Gates of Gold 149 

A Song of Autumn 153 

Lord Ullin's Daughter . 154-156 

A Sixth Grade 

I. Selections for intensive reading: 

Miles Standish 207-257 

The Skeleton in Armor 279-284 

The King of the Golden River 295-321 

Paul Revere's Ride 330-334 

Robin Hood 346-348 

Joseph and His Brethren 361-372 

II. Selections for oral reading by the children: 

Children 285-286 

The Dervish and the Camel 287-288 

Three O'clock in the Morning 288-289 

Driving Home the Cows 336-337 

Robin Hood and Little John 338-340 

Robin Hood and King Richard 340-342 

The Shooting Match in London Town 342-345 

The Heroine of Nancy 353-357 



READING AND LITERATURE 367 

III. Selections for silent reading by the children: Page 

Henry Wadsworth Longfellow 273-278 

The Little Match Girl 290-291 

The Curate and the Mulberry Tree 379-380 

The Flower Magician 385-393 

IV. Selections to be memorized: 

The Heart's Uplift 286 

Abou Ben Adhem 358 

California 393-394 

Daffodils 394 

V. Selections to be read by the teacher to the children: 

John Ruskin 324-329 

Under the Greenwood Tree 348 

Lucy Gray 340-351 

The Glove and the Lion 359-360 

The Singing Leaves 375-378 

Additional Material to be Used with the State Text: 

Arabian Nights (Ginn & Co. edition) ed. by E. E. Hale 

Everyday Classics, Sixth Reader Baker and Thorndike 

John Gilpin's Ride (Child Life in Poetry- Whittier) Cowper 

*Trees (Trees and Other Poems) Kilmer 

Joan of Arc (Children's Heroes) Lang 

A Thousand Year Pine (Riverside paper edition) Mills 

William Tell (Silver, Burdett & Co. 50c. edition) McMurry 

In Lilac Time (The Barrel Organ) Noyes 

Some Adventures of Robin Hood Pyle 

Heidi (A Sixth Grade) Spyri 

Stories of King Arthur and His Knights Stevens and Allen 

Legend of a Mountain Ash (Trees in Poetry and Prose) Stone 

The First Christmas Tree (Scribner's) Van Dyke 

The Birds' Christmas Carol (Dramatic edition) Wiggin 

Recreational Reading: 

Jack and Jill Alcott 

Basket Woman • Austin 

Fifty Famous Rides and Riders Baldwin 

*Memorize. 



368 MINIMUM COURSE OF STUDY 

The Sampo Baldwin 

Heroic Deeds of American Sailors Blaisdell and Bull 

Boy Emigrants Brooks 

Secret Garden Burnett 

Boyhood Days of Famous Men Cather 

Story of Sonny Sahab Coates 

Children's Homer Padraic Colum 

Children of Odin Padraic Colum 

Merry lips Dix 

Adventures of Billy Topsail Norman Duncan 

Hoosier School Boy Eggleston 

Understood Betsy Fisher 

Story of David Livingstone Golding 

With Spurs of Gold (For the unusual child) Greene 

Uncle Remus, His Songs and Sayings Harris 

Tanglewood Tales Hawthorne 

Betty Leicester Jewett 

The Heroes Kingsley 

The Boy and the Baron ' Knapp 

In the Days of the Guild Lamprey 

The Master of the Guild Lamprey 

Slow Coach Lucas 

Lickey and His Gang Mason 

Careers of Danger and Daring C. Moffett 

Anne of Green Gables Montgomery 

Book of the Happy Warrior "" Henry Newbolt 

Tales of a Persian Genii Olcott 

Two Little Confederates Page 

French Twins Perkins 

Men of Iron Pyle 

Jacqueline of the Carrier Pigeons Seaman 

Paul Jones Seawell 

Krag and Johnny Bear Thompson Seton 

Apank , Schultz 

Castle Blair (Heath & Co.) Shaw 

Emeline Singmaster 

Round the World in the Sloop "Spray" Slocum 

Good Old Stories for Boys and Girls Elva G. Smith 

Gabriel and the Hour Book Stein 

Mysterious Island Verne 

Widow O'Callaghan's Boys Zollinger 



READING AND LITERATURE 369 

Seventh Grade 
Aims in Reading: (See aims of preceding grades.) 

1. Expect from the pupils a deeper emotional response to 

good literature. 

2. Maintain the rate and comprehension in silent reading 

previously acquired, using selections of greater length 
and difficulty. 

California State Series — Seventh Year Literary Reader: 

B Seventh Grade 

I. Selections for intensive reading: p age 

The Legend of Sleepy Hollow 9-42 

A Legend of Bregenz 161-166 

77. Selections for oral reading by the children: 

The Bell of Liberty 73-76 

Roland's Last Battle 110-123 

The Boy Judge 151-158 

The North American Indian 167-168 

Who Patriots Are 171-172 

All Quiet along the Potomac 193 

III. Selections for silent reading by the children: 

Washington Irving 56-60 

The First Grenadier of France 89-93 

In the Factory 125-128 

Two Matches 140 

The Passenger Pigeon 141-145 

The Destruction of Pompeii 177-181 

The Crusader and the Saracen 184-189 

A Hero of the Furnace Room 189 

The Story of a Salmon 197-204 

IV. Selections to be memorized: 

The Arrow and the Song 61 

The Concord Hymn 83 

Kind Hearts and Simple Faith 88 

The Iiing of Glory 124 



370 MINIMUM COURSE OF STUDY 

Page 

The Psalm of Life 128-129 

The Year's at the Spring 176 

The Set of the Soul 181 

Music 183 

V. Selections to be read by the teacher to the children: 

The Deacon's Masterpiece 62 

Lochinvar 96 

The Bells 130-133 

Eldorado 133-134 

The Greatest Thing in the World 160 

An Order for a Picture 173-176 

Hohenlinden . .192-193 

A Seventh Grade 

I. Selections for intensive reading: 

The Revolutionary Rising 308-311 

Supposed Speech of John Adams 312-314 

Rip Van Winkle 320-337 

Doubting Castle 356-361 

17. Selections for rapid oral reading by the children: 

The Origin of Roast Pig 293-297 

Icarus . . . . 297 

In Memory of George Washington 301-305 

Character of Washington 305-307 

Andre and Hale 307 

The Water Ouzel 315-319 

Lady Clare 339 

Who Are Blessed 361-362 

The Just Judge 387-392 

III. Selections for silent reading by the children: 

Evangeline (Oral and silent reading) 209-292 

Alfred Tennyson 350-355 

The Fate of Balboa 363-367 

The Story of the Missions 368-376 

St. Francis and the Birds 377-379 

A Marriage in Early California 379-385 

The Persian and His Three Sons 393-394 

Behind Time 395-396 



READING AND LITERATURE 371 

IV. Selections to be memorized: P 

The Night has a Thousand Eyes 299 

The King of Glory 300 

California's Cup of Gold 319 

The Little Cares that Fretted Me 386 

V. Selections to be read by the teacher to the children: 

The Independence Bell 77 

The Charge of the Light Brigade 342-344 

Ring Out Wild Bells 344-346 

Bugle Song 346-347 

Justice Conquers All 364 

Additional Material to be Used with the State Text: 

Everyday Classics, Seventh Reader Baker and Thorndike 

Birds and Bees Burroughs 

Sharp Eyes Burroughs 

Insect Adventures Fabre 

Hans Brinker (Scribner's) Dodge 

Tom Brown's School Days (Ginn and Co. edition) Hughes 

The Odyssey Palmer 

Treasure Island Stevenson 

In the Wilderness Warner 

Finding a Home (Story of Patsy, Riverside edition) Wiggin 

Poems for the Seventh Grade: 

How They Brought the Good News Browning 

(Golden Numbers — Wiggin and Smith) 

Old Ironsides (Book of Famous Verse — Repplier) Holmes 

*Yussouf (Story Telling Poems — Francis Olcott) Lowell 

The Throstle (Songs of Nature — John Burroughs) .... Tennyson 

Recreational Reading: 

Little Women Alcott 

Old Fashioned Girl Alcott 

Story of a Bad Boy Aldrich 

Story of Roland Baldwin 

Story of Siegfried Baldwin 

*Memorize. 



372 MINIMUM COURSE OF STUDY 

Master Skylark Bennett 

Theodore Roosevelt's Letters to His Children ed. by Bishop 

Master of Strong Hearts Brooks 

Jeanne d'Arc . . . Buxton 

Undine (Told to the Children Series) La Motte-Fouque 

Lance of Kanana French 

Rolf and the Viking's Bow French 

Boy's Life of Theodore Roosevelt Hagedorn 

High Adventure Hale 

On the Trail of Grant and Lee Hill 

Aztec Treasure House Janvier 

Daniel Boone, Backwoodsman Forbes-Lindsey 

Adventures of Tom Sawyer Mark Twain 

Huckleberry Finn Mark Twain 

Children of the New Forest Marryat 

Jim Davis Masefield 

Martin Hyde Masefield 

Tom Strong, Washington's Scout Mason 

Book of the Blue Sea Newbolt 

Boy's Life of Mark Twain Paine 

Hero Tales from American History Roosevelt and Lodge 

Running Eagle, the Warrior Girl Schultz 

With the Indians in the Rockies Schultz 

Trail of the Sandhill Stag Thompson Seton 

Mystery Tales Smith 

Buccaneers and Pirates of our Coast Stockton 

Twenty Thousand Leagues Under the Sea Verne 

Arctic Stowaways Wallace 

Golden Numbers Wiggin 

Polly Oliver's Problem Wiggin 

Eighth Grade 

Aims in Reading: (See aims of preceding grades.) 

At the end of the elementary school course the pupils 
should possess the ability to read practical material such as 
periodicals, grasping the central thought, finding the condi- 
tions necessary to the answering of questions or the solving 
of problems, and determining the truth of statements. 



READING AND LITERATURE 373 

California State Series — Eighth Year Literary Reader : 

B Eighth Grade 

I. Selections for intensive reading: p 

Snow-Bound 9-32 

A Message to Garcia 89-95 

The Great Stone Face 101 

The Arsenal at Springfield 145 

Thanatopsis 153-155 

Of Books 161-165 

II. Selections for oral reading by the children: 

Barbara Frietchie 30-52 

The Way to Wealth 63-68 

The Lure of the Trail 71-73 

A Song 88 

Destruction of Sennacherib 136 

Night before Waterloo 137 

Friendship among Nations , . 142 

The Prodigal Son 148 

Wee Willie Winkie 193-204 

III. Selections for rapid silent reading by the children: 

John Greenleaf Whittier 53-59 

Battle of the Ants 75 

The Story of Our Flag 83-84 

Nathaniel Hawthorne 131-134 

The Donner Party 168-178 

The Discovery of Gold in California 179-184 

The Coming of the Gold Seekers 185-188 

IV. Selections to be memorized: 

The American Flag (selection) 85-87 

Gettysburg Address 99 

Captain! My Captain! 100 

To a Water Fowl 157 

Recessional 190-191 

V. Selections to be read by the teacher to the children: 

Barefoot Boy 42 

1 Shall Not Pass This Way Again 74 



374 MINIMUM COURSE OF STUDY 

Page 

Sheridan's Ride 94 

Abraham Lincoln 96 

Rest , 149 

The Death of the Flowers 150-151 

The Voice of Spring. 166-167 

If 189-190 

L'Envoi 192 

A Eighth Grade 

I. Selections for intensive reading: 

Lincoln, the Man of the People 333-336 

Makers of the Flag 344-346 

The Vision of Sir Launfal 348-360 

The Last Fight in the Coliseum 393-399 

II. Selections for oral reading by the children: 

Julius Caesar 207-286 

The First Snow Fall : 367 

The Man without a Country 320-326 

The New South 342-343 

III. Selections for rapid silent reading by the children: 

William Shakespeare 305-310 

James Russell Lowell 373-379 

The Sagacity of the Spider 381-385 

The Well of St. Keyne 386-387 

IV. Selections to be memorized: 

Polonius' Advice to His Son 311 

What Constitutes a State (Selection) „ 346-347 

The Sermon on the Mount (Bible) 

Selections from Julius Caesar (Shakespeare) 

The Chambered Nautilus (See Seventh Reader, p. 71) 

V. Selections to be read by the teacher to the children: 

Unconquered 317 

The Blue and the Gray 329-331 

A Memorial Day Vision 331 

What Constitutes a State 346-347 

The Fatherland 369 



READING AND LITERATURE 375 

Page 

The Heritage 371--373 

The Death of Absalom 389-391 

Spartacus to the Gladiators 400-402 

Additional Material to be Used with the State Text : 

Everyday Classics, Eighth Reader Baker and Thorndike 

The Deerslayer (revised by Lansing, Ginn & Go.) Cooper 

Two Years before the Mast Dana 

Stikeen Muir 

Vocational Readers Pressey 

Ivanhoe Scott 

The Ways of the Woods Sharpe 

The Other Wise Man Van Dyke 

Poems for the Eight Grade : 

Herve Riel (Selections for Memorizing — A. W. Skinner) . . Browning 
The Soldier (The Home Book of Verse — B. E. Stevenson) . .Brooke 
Langemarck at Ypres Campbell 

(Treasury of War Poetry, Vol. I — Clarke) 

Rheims Cathedral (Fox Craft — War Verse) Conkling 

Vive la France Crawford 

(Treasury of War Poetry, Vol. I — Clarke) 

Ballad of East and West (Famous Rides and Riders) Kipling 

The Spires of Oxford (The Home Book of Verse) Letts 

The Man Born to be King (The Earthly Paradise) Morris 

Kilmeny (Open Boats) Noyes 

Searchlights (Open Boats) Noyes 

In Flanders Fields McCrae 

Recreational Reading: 

*Little Minister Barrie 

Sentimental Tommy Barrie 

First Hundred Thousand Beith 

Barnaby Lee Bennett 

Four Gordons Brown 

Boyhood Stories of Famous Men Cather 

*Richard Carvel Churchill 

* These books are for mature children who are reaching beyond 
strictly juvenile literature. 



376 MINIMUM COURSE OF STUDY 

Last of the Mohicans Cooper 

*Man from Glengarry Conner 

*John Halifax, Gentleman Craik 

God's Country Curwood 

Wonder Book of Old Romance. Darton 

Adventures of Arnold Adair Driggs 

Janice Meredith Ford 

Story of Grettir the Strong French 

Biography of a Prairie Girl Gates 

That Year at Lincoln High Gollomb 

Children's Tales from Scottish Ballads Grierson 

Hall with Doors Hasbrouck 

Hitting the Dark Trail Hawkes 

Shaggycoat Hawkes 

High Benton Heyliger 

Worker Heyliger 

Ramona Jackson 

Captains Courageous Kipling 

*Kim Kipling 

* Journal of Countess Krasinska Krasinska 

Thrall of Lief the Lucky Liljencrantz 

Nobody's Boy . Malot 

*A Connecticut Yankee in King Arthur's Court Mark Twain 

Prince and the Pauper Mark Twain 

Feats on the Fjord Martineau 

*Lost Endeavor Masefield 

Boy's Life of Edison Meadowcraf t 

Polly's Secret Nash 

Boy's Life of Abraham Lincoln . . . Nicolay 

Ransom of Red Chief (Short Story) O. Henry 

*Life of Robert Louis Stevenson Overton 

*Scottish Chiefs (Wiggin and Smith edition) Porter 

Jack Ballister's Fortunes Pyle 

Florence Nightingale Richards 

*Quentin Durward Scott 

The History of Lady Betty Stair Seawell 

Virginia Cavalier Seawell 

Black Arrow Stevenson 

* These books are for mature children who are reaching beyond 
strictly juvenile literature. 



READING AND LITERATURE 377 

*Casting Away of Mrs. Leeks and Mrs. Aleshire Stoekton 

Story of Babette Stuart 

Jim Spurling, Fisherman Tolman 

Daughter of the Rich Waller 

Story of Ab (A tale of a cave man) Waterloo 

Daddy Long Legs Webster 

Rebecca of Sunnybrook Farm Wiggin 

*Virginian Wister 

Reference Books (See list at end of Third Grade) : 

Poems Every Child Should Know Mary E. Burt 

Festivals and Plays P. Chubb 

A Treasury of War Poetry Clarke 

Tales from the Secret Kingdom Gate 

Poems by Grades Gilbert and Harris 

Heart of Youth J. L. Gilder 

Children's Heroes . Lang 

Story Telling Poems Houghton 

Earthly Paradise Morris 

Good Stories for Great Holidays Olcott 

Story-Telling Ballads Olcott 

Home Book of Verse B. E. Stevenson 

Trees in Poetry and Prose Stone 

Poems and Rhymes (The Children's Hour, Vol. IX) Tappan 

A New Correlation ; Poems Set to Music Victory Company 

A Book of Verse of the Great War Wheeler 

Golden Numbers Wiggin 

Library Habit 
First Grade 

Location of public library. 

1. Definition of library. Location. 

2. Care of books. 

a. Cleanliness : 

Books cannot be washed, hands can. 
Clean hands. 

*These books are for mature children who are reaching beyond 
strictly juvenile literature. 



378 MINIMUM COURSE OF STUDY 

Candy sticks the leaves together. Do not 

read and eat at the same time. 
Dog ears. Folding down the corners cuts the 

paper. 
Safe place for books at home. Out of reach of 

babies. Dry place. Fog and rain warps 

back. 
Quote Maxson book mark. 
Book hospital — nurse. The bindery, where 

broken backs are resewed, torn pages 

mended, etc. 

b. How to open a new book: 

Where possible B First Grade children should 
have new books and be taught to open them 
correctly. 

Lay book flat on desk. Take leaves in one 
hand and press down on both covers close to 
back. Then a few leaves at a time, first 
from front and then from back until all 
leaves are pressed down. 

c. How to mark the place. 

d. Place nothing between pages. Pencils, rulers, 

tablets, or even several sheets of paper spread 
the back and break it. 

e. Put paper covers on borrowed books to keep 

backs clean. 

f. How to turn pages: 

Upper right hand corner always. Turning 
from inside lower edge tears paper. Never 
use damp fingers. 



READING AND LITERATURE 379 

Second Grade 

Review first grade. 

Emphasize title, giving title correctly. Compare title to 
child's name. 

Third Grade 

Review second grade. 

Emphasize author — introduce the author of each book 
used in this grade. Use Lewis Carroll's letters to make 
author real when reading Alice in Wonderland. 

Make visit to library with the class, if possible, to get 
cards and start the library habit. If near a library, this 
may be done in A First or Second Grade. 

Fourth Grade 

Review third grade. 
Continue emphasis of title and author. 
Prepare for using dictionary by learning alphabet. 
Arrange alphabetically simple words, such as spelling 
lesson, names of children, books in class room libraries. 

Fifth Grade 

Review of B Fourth Grade and increased use of dictionary. 

How to find names of people (under last name) . 

How to use a library. Fiction arranged alphabetically by 
author. Non-fiction by subject. 

Each teacher should know the simple arrangement of 
subjects by number. If not, secure outline from the public 
library. With these lists for guides, have pupils classify 
school books, both texts and class room libraries; e.g.: 

Tarr & McMurry, Geography 910 
Mace's Beginners History 973 



380 



MINIMUM COURSE OF STUDY 



If school is near a library, the librarian will arrange games 
to show pupils how to locate non-fiction. 

Non-fiction classed under one of these ten classes: 



If desired, this can be con- 
densed to the ten main 
headings, 000, 100, 200, etc., 
although many schools will 
not be able to secure more 
complete lists, as small li- 
braries will not have them. 



000 General works (Encyclopedias) 


100 Philosophy 


200 Religion 


220 Bible Stories 


300 Civics 


400 English books — languages 


500 Science — nature study 


520 Stars 


580 Flowers 


590 Animals 


598 Birds 


600 Useful arts 


641 Cook books 


646 Sewing 


670 Manufactures 


690 Carpentry 


700 Fine arts 


750 Painting 


780 Music 


790 'Handbooks — games — amuse- 


ments 


800 Poetry and literature 


900 History 


910 Geography or travel 


914 Geography of Europe 


915 Geography of Asia 


916 Geography of Africa 


917 Geography of North America 


920 Biography or lives of famous 


people 


930 Ancient history 


940 History of Europe 


950 History of Asia 


960 History of Africa 


970 History of North America 


973 History of United States 


980 History of South America 



READING AND LITERATURE 381 

Sixth Grade 

Review fifth grade work, before visit to public library. 
Parts of a book: 

a. Teach use of index, contents, etc. 

b. Call attention to title page, publisher, date, etc. 

c. Why date is important and with what classes of books. 

Use of catalog: 

a. This necessitates a visit to the nearest public library, 

where instructions will be given by the school or 
children's librarian, and problems in use of the 
library catalog will be given. This visit must be 
followed up by the children, teacher, and librarian 
in continued use of the library. Simple concrete 
subjects being studied at school can be assigned to a 
few pupils for library material; the children should 
be given credit for correct independent work. 

b. In this grade, use of dictionary should be perfected 

for speed. 

Ten words : Maximum time to find ten words 
two and one half to five minutes. 
Acquaint the children with the dictionary as to 
author, publisher, date published, and as to the 
words and other information. 
Compare their school dictionary with Webster, 
Standard, and the Century. The Century Dic- 
tionary can be examined on a visit to the library. 

Seventh Grade 

To be given by the history teacher. 

Use of encyclopedia. If possible an encyclopedia should 
be in the school building. 

Explain arrangement alphabetically by subject. 
Explain cross references. 



382 MINIMUM COURSE OF STUDY 

Intensive use of index. Limit the time for finding assigned 
subject in the encyclopedia. 

Using the school texts, assign subjects being studied to 
pupils for complete list of information. For example, to 
find iron they might look in : Allen's Geographical and Indus- 
trial Studies; Carpenter's Geographical Readers; Tarr and 
McMurry's New Geographies; Histories; Encyclopedias, etc. 

List reference books on cards and file, and you will soon 
have a complete bibliography of these subjects as appearing 
in school texts and references. 

Encyclopedias: Americana; Britannica; New International 
Encyclopedia; Children's encyclopedias: World Book, Cham- 
plin's Young Folks Encyclopedia. 

Eighth Grade B Eighth Grade 

World Almanac. Should be in history teacher's hands. 

a. Index. 

b. Kind of information contained. 

A Eighth Grade 

Reader's Guide. (Secure single old copies from the public 
library, or small groups may go to the library for this.) 
Specific subjects for magazine reference (to be assigned) : 

a. Explain alphabetical arrangement of author, title, 

and subject. 

b. Abbreviations of name, magazine, volume, year, 

month, and page where list of magazines is found 
indexed. 

c. Special value — to give recent information for Cur- 

rent events and Debates. 

d. A list of magazines for children from which to seek 

information should be given the pupils, as the 
articles in many magazines are beyond most 
children's comprehension. 



READING AND LITERATURE 383 

Bibliography Relating to the Pedagogy of Reading 

Balliet, Thomas M. — Some Association Tracks Involved in Reading: 

National Education Association Proceedings, 1893, pp. 756-766. 
Barnum, Edith C. — Reading — First Year: Teachers College Record. 

Vol. VIII, pp. 73-87. 1906. 
Bolenius, Emma Miller — Teachers' Manual of Oral and Silent 

Reading. Houghton Mifflin Company, Boston. 1919. 
Briggs, Thomas II., and Coffman, L. D. — Reading in the Public 

Schools. Ch. 1-7, 8, 10. Row, Peterson and Company, Chicago. 

1911. 
Brown, G. L. — The Case against Myths, Folk-lore and Fairy Stories 

as Basal Reading for Children: Education. Vol. XLII, pp. 159-165. 

November, 1921. 
Cather, Katherine Dunlap — Education by Story-Telling. World 

Book Company, Yonkers-on-Hudson, New York. 1919. 
Charters, W. W. — Teaching the Common Branches. Ch. 3, 5. Row, 

Peterson and Company, Chicago. 1909. 
Coe, Ida and Christie, Alice J. — Story Hour Reader's Manual, pp. 

1-55. American Book Company, Chicago. 1914. 
Dewey, John — The Primary Education Fetich. Vol. XXV, pp. 315- 

328. 
Dyer, Franklin B., Brady, Mary J., and Gray, William S. — Sug- 
gestions to Teachers — A Manual to Accompany the Merrill Readers. 

Charles E. Merrill Company, Chicago. 1920. 
Elson, W. H., and Rttnkle, Ltjra E. — Teachers' Manual. Scott, 

Forseman and Company, Chicago. 1914. 
Fernald, Grace M., and Keller, Helen — The Effect of Kinesthetic 

Factors in the Development of Word Recognition in the Case of Non- 
readers: Educational Research, vol. IV, pp. 355-377. 1921. 
Field, Walter Taylor — ■ Finger Posts to Children's Reading. A. C. 

McClurg and Company, Chicago. 1911. 
Firman, Sidney G., and Maltby, Ethel H. — Winston Readers, 

Primer Manual. John C. Winston Company, Philadelphia. 1918. 
Free and Tread well — Primary Reading and Literature: a Manual 

for First, Second and Third Grade Readers. Row, Peterson and 

Company, Chicago. 1916. 
Gesell, A. L., and B. C. — The Normal Child in Primary Education, 

Ch. 10, 11, 14, 15. Ginn and Company, Boston. 1912. 
Great Britain Stationer's Office — Teaching of English in England. 

London. 1921. 



384 MINIMUM COURSE OF STUDY 

Hervey, Walter L., and Hrx, Melvin — Daily Lesson Plans: A 

Teacher Manual Accompanying the Horace Mann Readers. Long- 
mans, Green and Company, New York. 1917. 
Hosic, J. F. — An Experiment in Co-operation: Journal of Educational 

Method. Vol. I, Part One, pp. 20-23; Vol. I, Part Two, pp. 13-16; 

Vol. I, Part Three, pp. 102-107; Vol. I, Part Four, pp. 150-157. 
Huey, Edmund B. — The Psychology and Pedagogy of Reading. The 

Macmillan Company. 1908. 
Hunt, Clara Whitehall — What Shall We Read to the Children? 

Houghton Mifflin Company, Boston. 1915. 
Jenkins, Francis — Reading in the Primary Grades. Houghton 

Mifflin Company, Boston. 1915. 
Kaufmann, M. L. — Planning the Use of Varied Reading Materials: 

Elementary SchoolJournal, pp. 380-389. January, 1921. 
Kendall, C. N., and Mirick, G. A. — How to Teach the Fundamental 

Subjects. Houghton Mifflin Company, Boston. 1915. 
Keppie, Elizabeth E. — Outline of a Plan for Teaching Reading and 

Phonetics in the First Four Grades. Los Angeles State Normal 

School. 1918. 
Klapper, Paul J. — Teaching the Children to Read. Appleton and 

Company. 
McCain, Rae — The Boy and His Books : Education, vol. XL, 

pp. 26-36. 1921. 
McClintock, Porter Lander — Literature in the Elementary School. 

University of Chicago Press. 1908. 
McMurry, Charles A. — Special Method in Reading in the Grades. 

The Macmillan Company, 1914. 
McMurry, Frank M. — How to Study, ch. 4, 7. Houghton Mifflin 

Company, Boston. 1909. 
Merriam, Junius Lathrop — Child Life and the Curriculum. World 

Book Company, Yonkers-on-Hudson. 1920. 
Mitchell, Lucy Sprague — Here and Now Story Book; Introduction. 

E. P. Dutton and Company, New York. 1921. 
Olcott, Frances J. — Children's Reading. Houghton Mifflin Com- 
pany, Boston. 1912. 
Page, Frank R. — Teaching Pupils to Study: Education, vol. XI, 

pp. 40-41. 
Parker, Samuel Chester — How to Teach Beginning Reading. The 

University Press, University of Chicago. 1921. 
Rapeer, L. W., and Others — Teaching Elementary School Subjects, 

ch. 7, 8. Charles Scribner's Sons. 1917. 



READING AND LITERATURE 385 

Sawyer, Nettie A. — Five Messages to Teachers. Rand McNally and 
Company. 1913. 

Smith, William A. — The Reading Process. The Macmillan Com- 
pany. 1922. 

Trettein, A. W. — Psychology of Language Interests: Pedagogical 
Seminary, vol. II, pp. 113-117. 1904. 

Waldman, Bessie — • Reading Ability in a Fourth Grade Class: Ele- 
mentary School Journal. December 20, 1921. 

Welch, John Stephens — Literature in the Schools; Aims, Methods 
and Interpretations, ch. 3, 89, 97. Silver, Burdett and Company. 
1910. 

Welles, Katherine — Reading and Literature, Second Year: College 
Record, vol. VII, pp. 33-37. 

Wilson, H. B., and G. M. — Motivation of School Work, ch. 2-5, 11, 
12. Houghton Mifflin Company. 1916. 

Young, Ella Flagg, Field, Walter Taylor and Farmer, Nell R. — 
A Teachers' Manual to Accompany the Young and Field Readers, Books 
I, II, III. Ginn and Company, Boston. 1917. 

Phonetics and Speech Training 

Blanton, Margaret Gray, and Smiley — Speech Training for 
Children. Century Company, New York. 1919. 

Briggs, Thomas H., and L. D. — Reading in the Public Schools, 
ch. 18. Row, Peterson and Company, Chicago. 1911. 

Burbank, E. D. — English Phonetics in the Elementary Grades for 
Teachers of Normal Children: Volta Review, March, May, June, 
1920. Washington, D. C. 

Gesell, A. L., and B. C. — The Normal Child and Primary Education, 
pp. 159-171. Ginn and Company, Boston. 1915. 

Grupee, Mary A. — Phonetics in Relation to Early Reading: Ped- 
agogical Seminary, vol. XXIII, pp. 175-183. 

Hitchcock, Alfred M. — Enlarged Practice Book in English Com- 
position, ch. 12, 14. Henry Holt and Company, New York. 
1910. 

London Times — A New Reading Method (Editorial) : Supplement, 
October 29, 1921. 

Mosher, Joseph A. — The Effective Speaking Voice, ch. 1-9. 
The Macmillan Company. 1920. 

Sherman, E. B., and Reed, A. A. — Essentials of Teaching Reading. 
University Publishing Company, Lincoln, Nebraska. 1906. 



386 MINIMUM COURSE OF STUDY 

Smith, William Palmer — Oral English in the Secondary School, 
pp. 3-73. The Macmillan Company, New York. 1913. 

Termon, Lewis — The Hygiene of the School Child, ch. XIX. 
Houghton Mifflin Company. 

Silent Reading 

Ballard, P. H. — Silent Reading: Journal of Experimental Peda- 
gogy, pp. 174-178. March 5, 1920. 

Burgess, May Ayers — The Measurement of Silent Reading. Rus- 
sell Sage Foundation, 130 East Twenty-second Street, New York, 
N.Y. 

Gray, W. S. — The Relation of Silent Reading to Economy in Education: 
Sixteenth Year Book of the National Society for the Study of Educa- 
tion, pp. 17-32. 1917. 

Gray, W. S. — Studies in Elementary School Reading through Stand- 
ardized Texts: Supplementary Educational Monographs, vol. I, 
No. 1, 1917. University of Chicago Press. 

Haggerty, M. E. — Scales for Reading Vocabulary of Primary 
Children: Elementary School Journal, vol. XVII, pp. 106-115. 

Haggerty, M. E. — The Ability to Read: Its Measurement and 
Some Factors Conditioning It: Indiana University Studies, No. 
34. Bloomington, Ind. 

Mead, Cyrus D. — Results in Silent versus Oral Reading: Journal 
of Educational Psychology, vol. VIII, p. 367. 

Monroe, Walter S. — Standardized Reading Tests. Bureau of 
Educational Measurements, Emporia, Kansas. (50c. per 100 
copies.) 

O'Brien, John Anthony — Silent Reading. The Macmillan Com- 
pany. 1921. 

Peters, Charles C. — Influence of Speed Drills on Rate and Effec- 
tiveness in Silent Reading: Journal of Educational Psychology, 
vol. VIII, pp. 350-366. 

Thorndike, E. L. — Reading as Reasoning: A Study of Mistakes in 
Paragraph Reading: Journal of Educational Psychology, vol. 
VIII, p. 323. 



SPELLING 

Aim 

The aim in teaching spelling is to develop in the child the 
ability to write correctly those words which will constitute 
his written vocabulary. 

To accomplish this aim it is necessary (1) that the child 
learn the specific words common to various vocabularies and 
(2) that the child gain the ability to learn new words readily, 
so that he may acquire the individual vocabulary necessary 
for the expression of his particular interests as they develop. 

Subject Matter 

The "what" would seem to consist of words which may be 
classified under the three following headings: 

1. Words common to all written vocabularies. 

2. Words expressing the interests common to children 

at a given age and stage of development. 

3. Those words which the child needs from time to time 

to express his own specific interests. 

Group 1. Words Common to All Written Vocabularies. — 

The only basis for the selection of words for Group 1, as 
designated above, is some experimental study of the words 
commonly used in writing. The classic study of this kind 
is that made by the Russell Sage Foundation, which resulted 
in the Ayres List of the Thousand Commonest Words in the 
English Language. 

387 



388 MINIMUM COURSE OF STUDY 

The words of the Ayres List were "chosen by combining 
the results of the four most extensive studies x that have 
attempted to identify the words commonly used in different 
sorts of English writing." 

Dr. Ayres summarizes his findings as follows: 

There is one salient characteristic common to all of these studies. 
This is the cumulative evidence that a few words do most of our work 
when we write. In every one of the studies it was found that nine 
words recur so frequently that they constitute in the aggregate one- 
fourth of the whole number of words written, while about fifty words 
constitute with their repetitions one-half of all the words we write. 
With the exception of very few, these words are all monosyllables. 

It seemed worth while to have the children spell not merely common 
words but the commonest words, in order to have the entire study 
based on what may be termed a foundation spelling vocabulary. One 
thousand words were finally selected as constituting such a foundation 
vocabulary. 

The Cook-O'Shea list 2 referred to in the discussion of 
the Ayres List, is based on the study of the correspondence of 
thirteen adults. The first list contains the words, 186 in 
number, used by all the correspondents. The second list 
is made up of the 577 words used by a majority of the cor- 
respondents. Lists three and four contain words used by 
less than a majority of the correspondents. The total 
number of words is 5200. 

Several other lists of experimentally determined adult 
vocabularies have been reported in the last few years. All 

1 Knowles, J. — The London Point System of Reading for The Blind. 
London, England. 1904. 

Eldridge, R. C. — Six Thousand Common English Words. Niagara 
Falls. 1911. 

Ayres, L. P. — The Spelling Vocabularies of Personal and Business 
Letters, 14 pp. Russell Sage Foundation. 1913. 

2 Cook, W. A., and O'Shea, M. V. — The Child and His Spelling. 
Bobbs-Merrill Company. 



SPELLING 389 

these lists to date are local and would be of value for our 
purpose only if compared and reduced to one list of common 
words. 

Group 2. Words Expressing the Interests Common to 
Children at a Given Age or Stage of Development. — The 
words common to the vocabularies of children at any given 
age or stage of development could only be selected on the 
basis of the words actually used in the spontaneous written 
expression of children. Several such studies have already 
been made and others are at present under way. 

In the appendix to the book The Child and His Spelling, 
Professors Cook and O'Shea give lists of words selected 
from the spontaneous compositions of children in the public 
schools of Madison, Wisconsin. The first list contains 272 
words used by children of all grades. The second list contains 
the 542 words used by children in at least three grades. 

In an experimental study made by W. Franklin Jones 
of the University of South Dakota, over 75,000 themes 
written by 1050 children were compared. Out of a total of 
15,000,000 words, only 4532 different words were used by 
the children. The words given in the final Jones list are 
those used by at least two per cent of the students. 

In 1914 the Chico word list was published. This list is 
made up of 542 Ayres words; of words selected from the list 
prepared by Miss Erne McFadden and Dr. Frederic Burk of 
the San Francisco Normal School; and of words used by 
children in 920 school compositions. These compositions 
were selected at random from the rural and city schools of 
the Chico district. 

The California State Speller consists entirely of lists of 
words selected on the basis of frequency of actual use in 
written expression. With the exception of the Ayres List 
the basis for selection was the frequency of occurrence in the 
spontaneous written work of children of given ages. 



390 MINIMUM COURSE OF STUDY 

The words used in 8000 spontaneous compositions, written 
by elementary public school pupils of nine different sections of 
the State of California, were tabulated and arranged in order 
of frequency. A separate list was made for each section. 

This list of words was then compared with the Jones list 
and the Ontario list and words occurring in either the Jones or 
the Ontario list and at least one of the special California lists 
were selected for the main body of the final spelling list. 

The Ayres words and a list of words occurring with a 
certain frequency only in the California lists were added to 
the group of words just described. So that the final word 
lists for each grade consisted of the three parts. 

1. Ayres List of 1000 Words. 

2. Words used in general by children of a given age (in 

addition to Ayres words) . 

3. Words used with frequency by California children 

to describe local interests. 

The total number of words is 2600. 

Without doubt other similar studies will be available 
shortly. The value of any of these studies will depend upon 
the spontaneity of the written work. All the studies so 
far made indicate, as is found in the case of the Ayres List, 
that relatively few words are used by children to any degree 
of frequency. 

Group 3. Those Words Which the Child Needs to Express 
His Own Specific Interest. — However the words of the first 
two groups may be chosen, the words of the last group will 
have to be suggested by the child himself. There is an 
increasing tendency to let each child develop his written 
vocabulary as he feels the need of words for self-expression. 
With proper motivation, first grade children will ask for 
words to use in the writing of things that interest them and 
will learn these words eagerly. 



SPELLING 391 

This third group of words is particularly important, as 
words learned in this way have context; they are words whose 
meaning has been developed in the child's experience, and 
are written at just the moment when the child is interested 
in them. Further, in many cases, the child will tend to write 
the words much more frequently than words formally taught 
and so will form the habit of writing the word without tedious 
dictation exercises. 

It is suggested in the California State Speller that each 
child make his own spelling book, in which he may keep the 
words he has learned in this way. 

It seems quite possible that the teachers who start the 
development of each child's own word list at the beginning of 
his written work may find 2,600 or even fewer words a maxi- 
mum rather than a minimum list, as the child will have 
learned for himself many of the words in the list by the time 
he reaches them. In this case, the formal list should be used 
merely as a test to see if the child knows the words of one 
grade before he goes on to the next grade. 

With the present-day tendency to decrease the number of 
words formally taught, the question of method of teaching 
becomes important, as it is obvious that the child must 
supplement any of the word lists suggested by words which 
he acquires on his own initiative. 

In experimental work at present in progress it has been 
found unnecessary to give children any formal word lists. 
These experiments, soon to be reported, show that children 
who start their writing with words of their own asking, and 
who are shown how to learn these words, develop a written 
vocabulary far in excess of any of the formal lists mentioned 
in this report, and yet containing all the words of the Ayres 
List, and that poor spelling is eliminated. 



392 MINIMUM COURSE OF STUDY 

Bibliography 

Ayres, L. P. — The Spelling Vocabularies of Personal and Business 

Letters, p. 14. Russell Sage Foundation. 1913. 
Cook, A. W., and O'Shea, M. V. — The Child and His Spelling. Bobbs 

Merrill Company, Indianapolis. 1914. 
Eldridge, R. C. — Six Thousand Common English Words. Niagara 

Falls. 1911. 
Fernald, Grace M. — California Teachers' Manual of Spelling. 

State Text. 1918. 
Horn, Ernest, and Ashbaugh, Ernest J. — LippincotVs Horn-Ash- 

baugh Speller for Grades One to Eight. Lippincott Company, Boston . 

1921. 
Hollister, H. A. — The Passing of the Spelling Book: School and 

Home Education, vol. XXX, pp. 64-68, 97-101. 
Knowles, J. — The London Point System of Reading for The Blind. 

London, England. 1904. 
Pryor, Hugh C, and Pittman, Marvin S. — A Guide to the Teach- 
ing of Spelling. The Macmillan Company. 
Rice, J. M. — The Futility of the Spelling Grind. Forum 23, pp. 163- 

172, 409-419. 
Studley, C. K., and Ware, A. — Common Essentials in Spelling. 

State Normal School, Chicago. 1914. 
Suzzallo, Henry — The Teaching of Spelling. Houghton Mifflin 

Company, Boston. 1913. 
Suzzallo, Henry, and Pearson, Henry C. — Comparative Experi- 
mental Teaching in Spelling: Teachers' College Record, vol. 12, No. 1, 

pp. 1-63. 



WRITING 

Aim 

Writing is a language tool — a substitute for speech. 
The highest service writing can perform is to materialize 
thought into unmistakable forms and terms. As a mechani- 
cal or universal art it ranks in importance with reading and 
arithmetic. 

Minimum Essentials 

The principal essentials to good writing are : first and most 
important, legibility or plainness of form; second, ease in 
execution, which is facilitated by a healthful position, and 
by the application of arm movement. 

Illegible forms mean wasted energy on the part of both 
writer and reader. Slow, cramped, labored execution means 
restricted energy and limited product. 

Method 

Arm movement is just what the name implies, i.e., the use 
of the arm instead of the fingers to propel the pen in writing. 
The fingers are too short to propel the pen far, rapidly, and 
easily. Their function is to hold the pen while the arm 
propels it. The muscles of the arm are strong and capable 
of doing a great deal with but little sense of exhaustion. 
Arm movement makes writing easy. 

The muscles which move the fingers form the fleshy part 
of the forearm in front of the elbow. The muscles which 
move the forearm at the elbow are located between the elbow 
and shoulder. The muscles which move the upper arm are 
located about the shoulder. These comprise the writing 

393 



394 MINIMUM COURSE OF STUDY 

machine. Arm movement is the very best adjustment and 
use of this machine for the art of writing, and progress and 
success depend upon its proper adjustment and use. 

How to Acquire the Arm Movement: 

1. Drop the right hand half open at the side of the seat 

and swing it back and forth in the easiest manner. 

2. Now lift the arm and place it upon the desk, allowing 

the hand to remain half closed. 

3. With the left hand place the pen in the right hand for 

writing, elevating the hand slightly upon the third 
and fourth fingers so that the wrist is free of the desk. 

4. Now push and pull the arm back and forth in the sleeve 

without letting the sleeve slip on the desk. 

The little finger serves as a free, gliding rest for the hand, 
and the muscle and skin in front of the elbow serve as a 
movable rest for the arm. This is arm movement as dis- 
tinguished from, and opposed to, finger movement. 

The fingers must not grip the penholder tightly. The 
hand must not fall over on the right side. The hand must 
glide on the little finger and the one next to it, and the arm 
must move freely on the muscle near the elbow. 

Correct Posture. — Correct habits are so essential to good 
health and good penmanship that they should be insisted 
upon at all times during any lesson in which writing is used. 
During the writing lesson, pupils, under the direction of the 
teacher, should learn good posture, following the plan out- 
lined in the state system. The Zaner Method is the State 
Text of California, but complete directions are given in many 
other methods. For example, at a given signal pupils should 
place feet flat on the floor, straighten backs, drop arms on the 
desk, place paper, take pen ready to glide on nails. Repeat 
this operation until entire class can assume correct posture 
quickly. 



WRITING 395 

Relaxation assists us to move with facility, and the class 
should be directed in some easy relaxing exercise several 
times during each lesson until the habit is fixed. The follow- 
ing are typical exercises: Children stand ten seconds, 
stretch arms out, drop arms. Be seated. Class roll arms 
and look toward the director or toward the board. Any 
game or device that relieves tension may be used. 

Materials 

Good materials are necessary. A good quality of ink 
paper should be chosen. Medium coarse pens are the best. 
Wood penholders with cork tip or enlarged toward the pen 
end should be used, never a slender metal tipped one. Blot- 
ter, inkwiper, and a folder in which to put the writing ma- 
terial are desirable. 

Crayon. — A dustless crayon should be used for the pro- 
tection of the pupil's health. Soft crayon will make a better 
mark, and is more pleasing to the touch, but these facts do 
not constitute a reason for discarding the dustless crayon. 

Eraser. — An eraser which absorbs the dust should be used, 
and kept clean. The blackboard should be erased from the 
top to the bottom. The eraser should be brought down in a 
vertical line, so that the chalk dust is deposited on the chalk 
tray. 

Place of Penmanship on the Program 

The writing period must not come immediately after a 
period of physical exercise, or gardening. Probably the 
best time for the writing lesson is the period which follows 
the music lesson. 

Blackboard 

If the blackboard is ruled, the lines should be four inches 
apart. Each pupil should be given a definite space at the 



396 MINIMUM COURSE OF STUDY 

board, which is marked off by oblique lines on the writing 
slant, instead of vertical. The blackboard is the medium of 
showing. Place the correct form on the board for the chil- 
dren, and ask them to watch, you as you make it. Forms 
placed on the board before the class is in the room are of 
comparatively little value. We must show how as well as 
what. These models should be traced by the children. As 
soon as the feeling of the motion is gained, they should 
duplicate the copy on the board. 

Great care must be exercised in the method of criticising 
the forms produced by the children. Technical language 
should be avoided. Exact forms must not be required. 
Freedom, and the use of right muscles, right posture, and 
foundation work for the future take precedence. Make 
forms in the air with the class and demonstrate again upon 
the board if necessary. 

Counting 

The purpose of counting is to secure rhythm. It is used 
in the upper grades, while nursery rhymes and Mother 
Goose songs take its place in the primary grades. 

As rhythm is one of the greatest aids to any motor activity, 
so the learning to write process is made easier if suitable 
music may be arranged for motions. Any regular beat is 
best for the formal exercises, i.e., ovals and push and pull 
exercises, but as in real writing we find so many short strokes 
and short pauses, it is difficult to find music which may be 
used. The counts, one, two, three, often become mere 
repetition, but if a descriptive count can be used, one which 
describes the motion employed, this error is usually avoided. 
For instance, one, two, three may be counted for the produc- 
tion of C, but a better count is "loop around." Likewise, 
one, two, three may be counted for D, but the better count is 



WRITING 397 

"sway around," as the word "sway" reminds the student 
that the first motion is a compound curve which sways from 
the right to the left of a straight line. In a like manner 
counts may be used which describe all the letters and their 
connections. 

Letter Formation 

Correct form is learned by observing details in the pre- 
sentation of a letter or a word or sentence. Height, width, 
slant, beginnings and endings, peculiarities of letters, count, 
speed, analogy should receive consideration by the teacher 
while demonstrating at the board. In studying a word, 
spacing is of great importance. Swings, endings, uniformity, 
proportion of letters, slant, form of special letters, and color 
of line should be pointed out. In the study of a sentence, 
uniform capitals, loops, spacing, size of letters, margins, 
space between words, speed and neatness should be dwelt 
upon. 

When a principle is learned by the pupil, it should be the 
dominant form wh'ch stands out clearly in the letter in which 
it is to be used, and to which lines are added for the comple- 
tion of other letters. The teacher must know the principles 
upon which writing is based, so that she can judge the forma- 
tion of a letter and make helpful criticisms. She must be 
familiar with the similarity of letters, and see them in groups 
or families in order to eliminate a mass of confused lines and 
know that each does not have a distinct and special group of 
lines. She must see that all the letters grow out of a few 
definite principles. To illustrate, let us think of the small 
letter b. Suppose that the teacher is examining the pupil's 
work for points to comment upon, she should know that the 
letter I and last part of the letter w, when combined, make 
this letter, and seeing the letter b in two parts, each part 
may easily be found in the finished letter. 



398 MINIMUM COURSE OF STUDY 

Quality of Line 

Neatness and light lines go together. It is necessary to 
teach every child to do neat work. Light lines may be 
obtained by the following means: By using arm movement; 
by making two hundred to four hundred ovals with one dip 
of ink; by selecting proper materials; and by proper holding 
of the writing instrument. 

Size of Writing 

The first four grades should make capitals and loops as 
high as the space between lines and the small letter one half 
as high as the capitals. Above the third grade, pupils 
should be encouraged to reduce the size of their writing until 
the capitals are three fourths of a space high, and the small 
letters, i, a, m, etc., are one third as high as the capitals. 
Some children who have well-developed hands, and good 
muscle co-ordination will be able to accomplish this during the 
fourth or fifth grade, but the majority of children are not 
able to reduce the size of writing and maintain a uniform 
alinement until the seventh or eighth grade. 

Speed 

After all the combinations of motions are taught, repetition 
drills must be given to develop speed in writing. Speed, if 
urged before this time, is obtained at the expense of form. 
Speed tests may first be given as repetition drill on an exer- 
cise or on one letter only, then on a simple word, then on 
sentences, and finally page writing. Great care must be 
taken that letter formation does not deteriorate under the 
strain of speed. If there is a tendency to make illegible 
letter formations during a speed test, it shows that the writing 
motions have not yet been mastered, and it will be necessary 



WRITING 399 

to use more simple words or sentences in which there are no 
difficult words to spell or write. 

Scales and Score Cards 

Since mere repetition does not always mean improvement, 
we must devise a way of grading which will keep the student 
alive to the growth he is making. There are several scales 
which may be used for this purpose, as the Thorndike, 
Ayres, and Zaner. A mark based upon correct movement, 
position, and speed should be averaged with the legibility 
grade. A diagnostic chart, such as the Freeman, will be 
found helpful in diagnosing errors in writing. 

If a score card is kept for each student, the factors of 
legibility should score at least fifty of the hundred points. 
Other factors, such as quality of line, slant, alinement,. spac- 
ing, neatness, and speed, may be given their proper rating. 
When a definite record of each child's attainment is kept, 
every element of good handwriting may be rated, and in case 
the child is not improving, he can seek and find the reason, 
and make a definite problem of the particular phase which 
needs attention. 

Be sure that the writing functions in other work by assign- 
ing correlated work in spelling, history, English, and book- 
keeping. 

Select plain simple forms and see that each child learns a 
style of writing neither careless nor too precise, neither too 
large nor too small, too fast nor too slow. 

The great aims are legibility, ease in execution, speed, and 
endurance, and writing must be practiced until these aims 
are met, and until the movements are so simplified and 
organized as to become entirely automatic. Then attention 
need not be given either to movement or letter formation, 
but may be directed wholly to the thought to be expressed. 



400 MINIMUM COURSE OF STUDY 

Outlines 
First and Second Grade 

Materials: Board, crayon, and eraser, or large pieces of 
unruled paper, bogus paper and crayola. 

Method: Teacher should write a model for each child, 
on the blackboard or on bogus paper. The child should 
watch the teacher write, then retrace the word which has 
been written for him with his finger until he can write it 
without hesitation. Erase model and write. If the child 
should have difficulty in reproducing the forms, he should 
again retrace a model and try again to write the word. 

Aim: It is not necessary or desirable that the child should 
study formation of individual letters during the first years of 
school, but should be able to write his name and address and 
such words as he may need in order to express the ideas 
which he wants to write. 

The teacher should make script cards of the words each 
child has asked for, and which are found in the reading 
lesson. These cards should be approximately five by nine 
inches. 

Third and Fourth Grades 

Time: One twenty-minute period daily. 

Materials: State Series No. 3 or 4, board, eraser, crayon, 
coarse pen, good ink paper, three-eighths inch spaced, wooden 
holder, blotter, ink-wiper, folder in which to keep this equip- 
ment. 

Content: Consult the State Manual for these grades. 

Method: Master the new work for each week during the 
first half of the period at the board. Repeat the drill at 
the seat, stressing proper position, movement, relaxation, 
tracing, and count. See general suggestions for detail on 
these points. 



WRITING 401 

Aim: Establish the correct writing habit during these 
grades. Require correct use of movement and posture during 
all written spelling and composition work. Attain the 
standard for these grades according to the Writing Scale 
selected for use. 

Fifth and Sixth Grades 

Time: One twenty-minute period daily. 

Materials: Same as for fourth grade. 

Content: Consult the State Manual for fifth and sixth 
grades. 

Method: Teach the right use of arm movement. Have 
board work for figures and all difficult letter forms. Make 
the application of arm movement to all other written word 
and grade writing by the spelling and composition papers. 

Aim: Refine the arm movement product established in 
fourth grade. Attain the standard for these grades accord- 
ing to the scale selected for use. Attain the speed, 60-65 
letters per minute for fifth grade and 65-72 letters per 
minute for sixth. Encourage the children to earn a grammar 
grade certificate or button by attaining these standards. 

Seventh and Eighth Grades 

Time: Three twenty-minute periods or five fifteen- 
minute periods per week. 

Materials: Same as fourth grade. 

Content: State Manual No. 7 or No. 8. 

Method: Practice on all small and capital letters, words, 
sentences, and figures. Give frequent speed tests on all 
letters and short words. Give special board lessons on 
alinement, or any defect which is discovered by the use of 
a diagnostic chart. Give lessons which are based on material 
correlated with language, geography, spelling, arithmetic, 
and bookkeeping lessons. 



402 MINIMUM COURSE OF STUDY 

Aim: Aim for perfect muscular control. Work all 
illegibilities out of the written page and attain the seventh 
and eighth grade standards according to the scale in use. 
Attain the speed standards, 70-80 letters for the seventh and 
80-90 letters per minute for the eighth grade. Obtain 
certificate of proficiency in writing if possible and excuse 
the successful applicants from further writing lessons if this 
standard is consistently maintained. 

Bibliography 

Ayres, Leonard P. — Adult and Gettysburg Scales. New York. 
Betts, George Herbert — Class-room Method and Management. 

Indianapolis. 1917. 
Freeman, Frank — ■ The Teaching of Handwriting. Boston. 1912. 
Gesell, A. L., and B. C — Normal Child and Primary Education. 

Boston. 1912. 
Gray, Truman — A Score Card for the Measurement of Handwriting. 

Austin, Texas. 1917. 
Judd, C. H. — Genetic Psychology for Teachers. New York. 1903. 
Monroe, W. S. — Measuring the Results of Teaching. Boston. 1918. 
O'Shea, M. V. — Mental Development and Education. New York. 

1921. 
Palmer, A. N. — Palmer Method and American Penman. New York. 
Thompson, Mary — Psychology and Pedagogy of Writing. Baltimore . 

1911. 
Thorndike, Edward L. — Scale for Measuring Handwriting, Grades 

3-8. New York. 1910. 
Zaner, C. P. — Blackboard Writing; Method Outlines for Teachers; 

Montessori Method Applied to Writing; Manual No. 144- Business 

Educator. Columbus, Ohio. 



LIBRARY OF CONGRESS 



#1 

021 728 470 3 



